University of Louisville

I. Adjunct Appointments and Clinical Faculty Adjunct appointments are appointments for persons who principal employment is outside the University of Louisville and who are part-time persons at the University having the same qualifications as full-time persons of the same rank. Persons holding these appointments may be chiefly employed by a school or university other than the University of Louisville or they may be employed in the community in other than an educational institution. They hold academic rank from adjunct instructor to adjunct professor and may receive promotions on the same basis as regular faculty; but they do not acquire tenure or receive fringe benefits reserved for full-time faculty. They may or may not be compensated for their services. Clinical faculty as in the Health Sciences Center (gratis) also hold rank in the same manner as the adjunct faculty and they do not receive compensation for their services. Other part-time persons ordinarily hold the rank of lecturer.

• obtain, collect, organize and evaluate various sources of information that represent multiple perspectives regarding important questions or issues in the areas of history, geography, economics, political science, psychology, sociology, anthropology; • distinguish between sound scholarship and personal opinion; • use the Internet effectively to obtain maps, data and primary source materials; • define, analyze and construct a personal understanding of concepts, purposes, and theories of social studies education; • use a variety of planning, teaching, and assessment strategies that typify best practices in social studies education; • commit to a process of discovering what knowledge is valuable, why it is valuable, and how it can be acquired or constructed; • understand the effects of school reform, school-based change initiatives, and best practice on teaching and learning; • understand the factors contributing to the achievement gap and the need for literacy and numeracy education; • develop strategies for responding to the needs of diverse learners • act professionally, legally, and ethically because of their awareness of school laws related to local education agencies, student rights, teacher rights and professional obligations, and the rights of diverse learners.

Construct 1 as Learned and Applied: Research
As candidates mature in their understandings of best practices in social studies education, they are supported in obtaining valid and reliable research studies and initiating their own research, with the expectation that they will begin contributing to the knowledge of the field, especially in collegial settings such as the Special Methods class, Reading and Writing in the Content Areas and Public Schools in America. Candidates will • infer needs for social studies and citizenship education on the basis of obtained data; • develop plans to assess achievements of a social studies program; • interpreting results of evaluation and its implications for curriculum, instruction and assessment; • infer implications from findings for future program planning; • select methods and media best suited to implement a social studies program for specific learners; and, • conduct literature searches, formalize inquiries, and reflect the high caliber and quality of work expected in powerful social studies programs.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 6

Construct 1 as Reflected in Candidates: Critical Thinkers
CEHD candidates will be expected to demonstrate critical thinking in their field experiences and coursework by using what they have learned to form plans for further inquiry and growth. Candidates will • reflect on methods of instruction for the purpose of personal and professional growth, including the development of a professional growth plan at the end of the program; • monitor educational programs, adjusting objectives and activities as necessary; • analyze the relationship between the social studies curriculum and civic competency.
• interpret and respond to requests for information regarding the social sciences; and, • predict the impact of societal value systems on social studies education programs.

Conceptual Framework Construct 2: Action
Social studies education candidates are engaged in taking the ideas from coursework and readings into action in every class. Samples of activities and assignments which help our candidates make the curriculum "real" follow. Candidates must • develop a logical scope and sequence plan for a social studies course; • develop plans to assess achievements of course objectives; • develop sound content knowledge in the areas of middle or secondary social studies education and knowledge of how to apply developmentally and cognitively appropriate methods to teach content to children and adolescents; • transform the Kentucky Program of Studies and the Core Content for Social Studies Assessment into a unit of study and lessons that exemplify best practices; • develop an awareness of and become more knowledgeable about social studies curriculum for a culturally diverse and democratic society, designing lessons and assessments which consider students' diversities as essential. • work with mentor teachers to support students who would benefit from collaboration based on academic or behavioral needs or enrichment • work collegially, practicing peer assessments and improving abilities to give to and receive feedback from colleagues; • explore and practice the applications and implications of new technologies for personal and educational use; • learn about and use the Kentucky Teacher Standards for Preparation and Certification to organize and construct a professional teaching portfolio; • understand and identify key issues in education in the 21 st century, as well as the community's role in education; and • explore and implement classroom management theories and approaches.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 7

Construct 2 as Learned and Applied: Practice
Multiple field experiences and student teaching allow candidates to put into practice the ideas they have enacted through their courses. Specifically, they are expected to demonstrate the following during fieldwork and clinical practice • engage in learner-centered planning; • formulate appropriate and measurable course objectives; • design educational programs consistent with specified program objectives; • exhibit competence in carrying out planned educational programs; • carry out evaluation plans; • meet a standard of proficiency with a satisfactory mid-point portfolio as a prerequisite for student teaching; • demonstrate skill in pedagogy and creating a supportive learning environment that sustains social support for students' academic learning; and • demonstrate skill in using new technologies and in planning ways to integrate technologies into learning situations.

Construct 2 as Reflected in Candidates: Problem Solvers
Candidates are asked to adopt a problem-solving perspective with respect to their practice through learning and application of curriculum and instruction grounded in theories of cognition, language, growth and development, and the discipline of social studies education. They focus the learning from the action and practice elements of the program to adapt to changing situations in order to address this key goal: Meet the needs of diverse student populations in the social studies classrooms through an emerging repertoire of strategies and resources in order to teach every child, every day. They • establish goals and objectives as needed to implement instructional programs in specified settings; • interpret results of student achievement in the social studies; • refine programs and use data for planning changes in the social studies courses and programs; and, • establish effective consultative relationships with others in the field of social studies in order to participate in problem solving and decision making relevant to the field of social studies.

Conceptual Framework Construct 3: Advocacy
Candidates are charged with using their knowledge to improve the lives of students, parents, and community members. They are prepared to • establish relationships with content (e.g., KATH and KCSS) and advocacy organizations (e.g., KCEE), resource people, and other potential partners (e.g., museum educators) in developing powerful social studies programs; • develop a plan for implementing programs that promote citizenship in a democratic society; • facilitate cooperation between and among grades and school levels in the social studies program; • participate in informed deliberation and debate on issues of concern to social studies educators; • affirm issues of race, ethnicity, culture, gender, sexual orientation, class, language ability, special needs and exceptionalities as well as different learning styles and multiple intelligences; and, • respond constructively to socio-cultural differences and to sociopolitical contexts in urban and rural settings, with the goal of ably serving diverse learners in culturally and linguistically responsive ways

Construct 3 as Learned and Applied: Service
Enacting the philosophies and principles of the program through service is a long-standing element of the teacher education program at the University of Louisville. Candidates must • tutor an at-risk student (s) in the Every 1 Reads tutoring program; • formulate practical modes of collaboration among professional and civic organizations; • select effective educational resource information; • select a variety of communication methods and techniques in providing information about history, geography, economics, civics and government, culture and societies; • participate in professional organizations and associations that emphasize critical thinking, inquiry, and democratic principles.

Construct 3 as Reflected in Candidates: Professional Leaders
Teachers who are specialists in social studies education are expected to be visible leaders within the school community and assume leadership roles that may be used to bring about sound visions of coordinated school social studies education as part of school reform efforts. In assisting candidates as they develop leadership capacities, the CEHD faculty introduces pre-service teachers to opportunities to assume beginning leadership roles within the profession such as • joining professional organizations (e.g., KCSS, KATH, Kentucky Geographic Alliance, KEA-SP) and attending professional meetings, conferences, or professional development; • by partnering with JCPS and OVEC in developing in-service training programs for teachers, volunteers, and other interested personnel; and, • fostering communication among CEHD candidates and professional social studies educators.
Lee S. Shulman, 2006 winner of the Grawemeyer Award in Education and President of the Carnegie Foundation for the Advancement of Teaching, has described teaching and learning how to teach as processes of learning, knowing, and understanding. Integral to these experiences is the attainment not only of pedagogical and content knowledge, but also an awareness of teaching's moral obligations-that is, service to both society and community (Shulman, 2006). In his official Grawemeyer address, he stated that, in professions like teaching (as in medicine, nursing, law, divinity, or engineering), mere comprehension or depth of knowledge is not enough. One must also learn how to apply knowledge and skills through ethical, responsible practice and public performance -in short, one must learn how to act in the world. It is through such habitual activities that professional identity, integrity, commitment, and character are formed. Knowing social studies education's purposes, values, and the philosophical and historical foundations of the discipline are inherent to understanding that teaching social studies occurs at the crossroads of complex disciplines interacting with diverse and complex learners. The College and Department are dedicated to preparing candidates as social studies educators who are critical thinkers, problem solvers, and professional leaders.

II. The Relationship of the Program with the Unit's Continuous Assessment Plan
The College of Education and Human Development (CEHD) has defined three continuous assessment plan transition points for monitoring candidates through initial certification programs. Initial certification programs are represented in CARDS 1-3 of the Continuous Assessment Record and Documentation System (CARDS). The CEHD assessment system collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs. The ____ program is delivered on the Belknap campus at the University of Louisville and is offered in a traditional classroom environment.
The Middle School 5-9 or Secondary Education 8-12 BS program with Certification in Social Studies is delivered on the Belknap campus at the University of Louisville and is offered in a traditional classroom environment. Admission to the Middle School or Secondary Education BS program with Certification in Social Studies, 5 -9 or 8 -12, is based on CEHD admissions requirements and additional program requirements. All students who complete the BS program will earn Social Studies Certification at the Middle or Secondary level. Admission to the professional program occurs once per year -every spring. Candidates are required to have a minimum of 45 semester credit hours in approved courses for admission to the professional program and a minimum 2.75 cumulative GPA (suggested). Candidates must have an ACT minimum composite score of 21 (suggested) and a grade of "C" or better in both English 102 and a speech communication course.
Introduction to the study of human societies. How societies are organized and changed and the implications of social organization on everyday life.
Introduction to the methods and major content areas of psychology: sensation, perception, learning, cognition, human development, abnormal and social psychology. (Describe purpose of government and how its powers are acquired, used, and justified; government mechanisms to meet needs and wants of citizens) 1.7 Production, Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services.

Economics 201 Economics 202 EDTP 407
Mid-term and Final examinations KCCT-like assessment Standards-Based Unit of Study Project -Lesson Plans Assessment Project -various standards-based assessments Quizzes (How goods and services are produced and distributed, describe role of supply and demand, role of specialization, economic decisions, economic systems, economic reasoning in current and historical contexts) 1.8 Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society. Readings, journals, quizzes, and exams on the major concepts, principles, theories, and research related to the development of children from birth to grade 12. Field work in pre-school, elementary, middle and high schools to observe and discuss developmental differences. Hallmark Assessment Task -Refection and synthesis paper about the field work experience and what candidates learned about the unique characteristics of various development stages.
Candidates again have experiences in the three different levels of public education: elementary, middle and high school to observe and develop an understanding of developmental differences. Middle level candidates write an ethnography based on their observations in a middle school classroom.
Candidates are assigned to a Capstone Seminar for Middle Level student teachers. In the Capstone Seminar, they will experiences that include discussions, readings, and presentations about the development of young adolescents. Candidates will be expected to relate their experiences in student teaching to the concepts, theories and research examined in the seminar.

Standard 2: Middle Level Philosophy and School Organization.
Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Candidates observe and write ethnography of middle school classroom, describing the components that work in a developmentally responsive middle level program.
Candidates have an extended field work experience in a middle level classroom in their chosen field. Based on their observations and participation, they write reflections designed to focus their thinking on what is working successfully in the relation to the major principles and theories of middle level education.
Candidates will student teach for 14 weeks in a middle school classroom and participate as a member of an interdisciplinary team and middle school faculty. They give and receive feedback about their experiences in applying middle level theory and practice.
Candidates are assigned to a Capstone Seminar for Middle Level student teachers. In the Capstone Seminar, they will experiences that include discussions, readings, and presentations about the philosophy and organization of model middle school programs. Candidates will be expected to apply the principles and research about middle school organization to their student teacher experience. and assessment strategies. Candidates participate in expert groups who study major theories and principles and make a reciprocal teaching presentation to the class.
Candidates examine and apply important concepts and practices related to classroom assessment. They design a variety of assessments and rubrics, and consider the ethical issues related to assessment.
Candidates examine and use middle grades Kentucky curriculum documents to design appropriate assessments of student learning. They develop standards-based, assessment-driven units of study in their chosen fields. Candidates have an extended field work experience in a middle grades classroom in which they observe, participate and teach a lesson which based on appropriate curriculum and incorporating an assessment component.
Candidates complete a 14 week student teaching experience in a middle level classroom and as a member of an interdisciplinary team. Candidates have multiple experiences designing lessons, a unit, with appropriate assessments for middle level learners/ Hallmark Assessment Task -Candidates develop a sequence of lessons and an assessment plan consistent with the KTIP Teacher Performance Assessment which includes diagnostic, formative and summative assessments aligned to objectives based on middle level curriculum.

Standard 4: Middle Level Teaching Fields.
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills. Hallmark Assessment Task: Candidates develop and teach a lesson in their chosen field that is intended to create meaningful experiences through appropriate strategies and based on the use of tools of inquiry, standards, knowledge of content.
Candidates develop standards-based unit of study for middle level learners in their chosen teaching field employing strategies that use the important concepts of the field, develop critical thinking skills and engage students in meaningful activities. Candidates teach a minimum of one lesson in the field work experience on which they receive feedback about the elements and effectiveness of the lesson.
Candidates apply important strategies that engage middle level learners in reading and writing in their chosen field: Reader/ Writers Project, book trailer project, reciprocal teaching, book discussions.
Candidates complete a 14 week student teaching experience in a middle level classroom and as a member of an interdisciplinary team. Candidates have multiple experiences designing lessons, a unit, with appropriate assessments for middle level learners in their chosen field.
Hallmark Assessment Task -Candidates develop a Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 24 NMSA Standards Course(s) Example of Course Activities/ Assessments/ Field/PPD Experiences sequence of lessons and an assessment plan consistent with the KTIP Teacher Performance Assessment which includes diagnostic, formative and summative assessments aligned to objectives based on middle level curriculum in their chosen field.

Standard 5: Middle Level Instruction and
Assessment. Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Candidates are introduced to important theories (e.g., multiple intelligences) and principles (e.g., differentiation) and apply them to the development of a lesson plan. Hallmark Assessment Task: Lesson plan and microteaching experience.
After examining multiple strategies and practices related to classroom management, candidates develop and write a personal discipline philosophy. Hallmark Assessment Task: Candidates write a plan of developing a classroom community in the context of the middle school.
Candidates develop a lesson plan notebook with strategies and adaptations for lessons modified to meet the needs of students with giftedness, English as a second language, learning disabilities, ADD/ADHD, and behavior disorders in a middle level classroom.
Candidate design a lesson focusing on a topic/skill appropriate for their field experience classroom. They include adaptations/differentiation that will challenge and support students with learning disabilities, giftedness, and limited English proficiency (whether they are present or not). They teach the lesson to the field experience class, collect assessment data, and complete the reflection and refinement sections of the plan.
Hallmark Assessment Task: Develop and implement a collaboration plan with mentor teacher for a student with special needs in the regular middle level classroom.
Candidates develop a standards-based unit of study in their chosen field. A required component is a discussion of adaptations and strategies that would address the needs of all students.
Candidates complete a 14 week student teaching experience in a middle level classroom and as a member of an interdisciplinary team. Candidates have multiple experiences designing lessons, a unit, with appropriate assessments for middle level learners in their chosen field. As a part of the lesson planning process, candidates are expected to identify and implement strategies and adaptations that are developmentally appropriate for all learners in their middle level classroom.
Hallmark Assessment Task -Candidates develop a sequence of lessons and an assessment plan consistent with the KTIP Teacher Performance Assessment which includes diagnostic, formative and summative assessments aligned to objectives based on middle level Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 25 NMSA Standards Course(s) Example of Course Activities/ Assessments/ Field/PPD Experiences curriculum in their chosen field. A significant part of the Hallmark Assessment is descriptions of the contextual factors (e.g., students in classroom, school, and community) that may have influence the strategies they use.

Standard 6: Family and Community
Involvement. Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Candidates attend a parent conference or a parent night to observe parent and teacher interactions. They discuss and reflect on their experience. Candidates develop a resource notebook of strategies for working with parents.
Hallmark Assessment Task: With their cooperating teacher, candidates develop an action plan for their implementation, e.g. responsibilities of implementers, timeline, expectations, assessments, materials, schedule, etc. Collect, assess, reflect about, and analyze evidence of the effectiveness of the collaboration. They use the Kentucky Guide to Reflective Teaching as one source for the reflection regarding collaboration Candidates examine the goals of School-Based Decision Making Councils and Boards of Education, and attend a meeting, observing how educators collaborate with parents and community representatives to establish policies that maximize learning for all students.
Candidates are required to participate in parent conferences at middle school where they are student teaching and reflect on the practices that maximize student learning through collaborating with parents. Candidates observe in three different public school settings and middle level candidates write an ethnography of a middle school classroom based on their observations. Candidates are introduced to the concept of the "teaching profession." Candidates have an extended field work experience in a middle grades classroom and engage in the complexity of teaching young adolescents with an experienced middle level teacher as a mentor. Their behavior and practices are observed and evaluated.
Candidates have a 14 week experience as a student teacher and as a member of a middle level interdisciplinary team. They get consistent feedback from their supervising teachers and the university coordinator about the expectations of a professional teacher.
Candidates participate in a weekly seminar in which they contribute to the discussion as a professional, receiving and giving feedback on the complex issues that arise in a middle level classroom.
Candidates examine in depth their personal pedagogical creed and participate in an I-Search project related to their goals as a professional middle level educator.
Designs lesson plan, focusing on a topic/skill appropriate for field work placement site, including adaptations/differentiation that will challenge and support students with learning disabilities, giftedness, and LEP.

4) Code of Ethics
The Professional Code of Ethics for Kentucky School Personnel (http://www.kyepsb.net/legal/ethics.asp) is integrated throughout the continuous assessment plan within the College of Education and Human Development. The Professional Code of Ethics is addressed within CARDS1, CARDS2 and CARDS3 for all initial certification programs. CARDS1 is the admission transition point, and all applicants are required to read, consider and sign a copy that is placed in their file. CARDS2 is the pre-clinical transition point. The Professional Code of Ethics is presented as a case study and interactive session to teacher candidates during student teaching orientation which occurs at the end of the semester prior to clinical placement. CARDS3 is the completion/exit transition point. During the student teaching seminar (capstone), candidates are engaged in a discussion of the Professional Code of Ethics as they experience it in practice and as they prepare for the profession. Additionally, candidates create a professional growth plan (PGP) modeled after the KTIP PGP and reference ethical issues in the plan.
Furthermore, the Professional Code of Ethics for Kentucky School Personnel is addressed in other contexts. Faculty integrate and discuss the document within content methods courses. Candidates are encouraged to become members of the Kentucky Education Association -Student Program (KEA-SP). KEA-SP addresses issues related to professionalism in its materials, meetings, and conferences.
Annually, the Professional Code of Ethics is addressed in a Department of Teaching and Learning faculty meeting and part-time faculty orientation. EDTL faculty present and update others, including new faculty, on the Professional Code of Ethics. Periodically, the legal counsel of EPSB is invited to present a professional development session on the Code of Ethics for all educator preparation faculty. ) At least 9 hours must be 300+ level courses; see next page for list of recommended courses from which to choose; consent of advisor needed for all Related and Supporting courses; courses taken for the content area will not also be counted for related and supporting courses.

2) EPSB Themes Analytic Matrix
Electives as needed (Electives must be approved by CEHD advisor) 1 For minor in Economics, candidate needs 18 total hours of Economics which must include ECON 201,202,301,302, and two 300+ level courses. Average GPA of 2.5 in the minor courses is required.

*This course also meets a General Education Requirement
Minimum total program hours required for degree completion 123 Exit Requirements: 1 . Passing scores on appropriate Praxis Examinations: • Praxis (Advisor fills in appropriate test number(s)) • Praxis PLT 2 . Electronic portfolio that meets Kentucky New Teacher standards and CEHD Diversity Standard and demonstrates alignment with the conceptual framework 3 . B-or higher in each student teaching experience 4 . Successful evaluation on Dispositions Evaluation Forms 5 . Overall GPA of 2.5 in content area and 3.0 in professional core Praxis Disclaimer: "Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667."

Program Sheet Addendum
Y N Related and Supporting Courses (Minimum 15 hours) At least 9 hours must be 300+ level courses; see next page for list of recommended courses from which to choose; consent of advisor needed for all Related and Supporting courses; courses taken for the content area will not also be counted for related and supporting courses.

Elective as needed (Elective must be approved by CEHD advisor)
1 For minor in Economics, candidate needs 18 total hours of Economics which must include ECON 201,202,301,302, and two 300+ level courses. Average GPA of

Minimum total program hours required for degree completion 123
Exit Requirements: 6 . Passing scores on appropriate Praxis Examinations: • Praxis (Advisor fills in appropriate test number(s)) • Praxis PLT 7 . Electronic portfolio that meets Kentucky New Teacher standards and CEHD Diversity Standard and demonstrates alignment with the conceptual framework 8 . B-or higher in each student teaching experience 9 . Successful evaluation on Dispositions Evaluation Forms 1 0 . Overall GPA of 2.5 in content area and 3.0 in professional core Praxis Disclaimer: "Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667."

Program Sheet Addendum
Y N

Catalog Description
Introduction to the basic principles of human development and learning as applied to home and school settings of children from birth to adolescence. Pre-requisite: EDTP 201

Course Purpose
The purpose of this course is to provide an overview and awareness of the development issues of human beings from birth through adolescence and throughout the lifespan. Focus will be on the development of school-age children and youth and on those topics and issues of concern to teachers: cognitive development, social-emotional and personality development, physical development, and children with special learning needs. It also addresses how people learn, and applications and implications for teaching in B-12 schools. (3 rd Ed.). Upper Saddle River, NJ:

Required Reading
Pearson Prentice Hall. LiveText. Additional readings addressing and expanding on diversity issues.

Relevant Professional Standards Addressed by this Course
This course addresses the following KY New Teacher Standards and UofL Standard: • KY-NTS 5.1: Accurately assesses, analyzes, and communicates the effectiveness of instruction and makes appropriate changes to improve student learning. (Assignment 1) • KY-NTS 7.1: Provides evidence of performance levels and articulates strengths and priorities for growth. (Assignment 4) • KY-NTS 7.4: Shows evidence of improvement in performance and evidence of an increased capacity to facilitate student learning. (Assignment 4) • U of L 11: Understands the complex lives of students and adults in schools and society (Assignment 1; class readings and discussions)

Course Objectives
Students will be able to: 1 Explain theories of human development and learning (i.e., behaviorist, humanist, sociocultural, cognitive, information processing) and how they relate to children and youth from different cultural backgrounds. (quizzes, exams, observation forms) 2 Demonstrate an understanding of multiple intelligences, motivation (at minimum, intrinsic and extrinsic), and attribution theories and the impact of these theories on child development and learning. (quizzes, exams, observation forms) 3 Demonstrate an understanding of typical and atypical physical, cognitive, language, literacy, and emotional/social/moral development of children and youth, as well as the possible effects 6. Development of gender, racial, and cultural identity; 7. Theoretical views of cognition, behavior, cultural influences, and characteristics that influence learning; and 8. Implications for B-12 classrooms and other learning settings.

Course Requirements
A. Field Experience (successful completion required in order to pass the course) (25 pts. @, total 125) 3 hours in classrooms with children at each of the following levels: pre-school/kindergarten, primary grades (P2-P4); intermediate grades (4 th /5 th ); middle school (6 th -8 th ); and high school (9 th -12 th ). Observations completed and observation forms word-processed and turned in on time; assessed for completeness and accuracy (with respect to areas covered in class). (NTS 5.1)

B. Class Participation (25 pts.)
Students are expected to complete all assigned readings prior to class and actively participate in class discussions and activities. While it is possible to attend and not participate, it is impossible to participate if you don't attend.

C. Case Studies &/or In-class Quizzes (50 pts.)
Written or oral responses to case studies in the texts or multiple choice quizzes covering material from text &/or lecture.

D. Synthesis and Reflection Paper (125 pts.) Hallmark Assessment
Of the five age groups you observed, choose the one you think you would most like to teach. Explain your preconceptions about this group and how those have changed as a result of the course. Using what you have learned from your readings, class activities, and field experience observations, describe typical and atypical physical, cognitive, language, literacy, and social/emotional/ moral characteristics of children in this age group as well as possible effects of gender, racial, cultural, and SES identity and contexts. Refer to these as you explain why you are drawn to this group. This will require that you reflect about your strengths, weaknesses, Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 69 personality, reasons for teaching, etc. and compare those to the physical, cognitive, language, literacy, social/emotional/moral, and racial/cultural characteristics demonstrated by children at this stage of development. You may also bring in learning from EDTP 201 about societal and institutional expectations for schooling at the various levels. Use the same comparison process (your characteristics and the developmental characteristics of the age group) to explain the challenges you might face when teaching students of this age group. [This paper must be submitted via LiveText and will be part of the materials considered if/when you apply to a teacher education program.] (NTS 7.1, 7.4) E. Mini-PLT (25 pts.) This assessment will present you with a scenario involving children from birth to high school in an educational setting. You'll have multiple choice short-answer essay questions asking you to apply what you have learned about growth, development, and learning to the incident(s) in the scenario. [These may be required to be submitted on LiveText.] (NTS 5.1, 7.4) F. Mid-term Exam (75 pts.) This exam will be cumulative to the point in the course at which it is given and will cover material in the readings and classes. Format will include multiple choice, short answer, and essay questions that will involve the application of knowledge, not just recall. (NTS 7.4) G. Final Exam (75 pts.) This exam will cover material from readings and classes since the midterm. Format will include multiple choice, short answer, and essay questions that will involve the application of knowledge, not just recall. (NTS 7.4) Criteria for determination of grades -Satisfactory completion of field work requirements is required in order to pass the course.

Policy on Instructional Modifications
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.

CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Technology Expectations
Assignments are to be word-processed using Microsoft Word or saved as a Rich Text File (RTF).
Continuing and regular use of e-mail is expected. Use of the Internet for research purposes may be required. UofL email address and ability to use both Blackboard and LiveText platforms are required. Some assignments must be submitted to LiveText.

Plagiarism
Plagiarism is not acceptable in a University community. You need to familiarize yourself with the university's policies regarding plagiarism, which are located in several places, including the Undergraduate Catalog, Code of Students Rights and Responsibilities category, Section 5, and the Student Handbook. http://campuslife.louisville.edu/cloffice/handbook/pages/studentrights

Course Policies
• Cell phones must be turned off before class begins. If there is a critical reason you need to be available for a telephone call, inform the instructor before class begins and be sure your phone is in vibrate mode.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12)

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• Late assignments will be penalized 20% of the total possible points if not turned in during the class in which they are due and an additional 1% for each 24 hour period afterward. • Make-up mid-term and final examinations will only be allowed with documentation of illness, death in the family, or other serious and unavoidable circumstance and at the discretion of the instructor. Make-up exams must be taken within one week of the scheduled exam date. In order to protect the integrity of the examinations, make-up exams will be conducted orally. • Students can not make up quizzes or case studies. However all students will be given the opportunity to drop the lowest grade.

Date prepared and by whom
This syllabus was prepared by the Core Courses Committee, May, 2006.
Hallmark Assessment

EDTP-107-HAT-Teaching Level Paper
Purpose In this early, pre-professional course, students have learned about developmental characteristics of children from pre-school to adolescence and have observed in classrooms representing this range of ages. This task allows candidates to synthesize what they have learned and observed in schools about developmental characteristics of children, reflect about their own characteristics and personality, and make a more informed decision about the age/grade level they feel is the best match for them. They then compare and contrast developmental characteristics of that level with their own to identify potential areas of synergy and challenges based on the match, and explain them. This demonstrates candidates' understanding of human growth and development and its implications for teaching. Process 1. Of the five age groups you observed, choose the one you think you would most like to teach. 2. Explain your preconceptions about this group and how those have changed as a result of the course. 3. Using what you have learned from your readings, class activities, and field experience observations, describe typical and atypical physical, cognitive, language, literacy, and social/emotional/ moral characteristics of children in this age group as well as possible effects of gender, racial, cultural, and SES identity and contexts. 4. Refer to these as you explain why you are drawn to this group. This will require that you reflect about your strengths, weaknesses, personality, reasons for teaching, etc. and compare those to the physical, cognitive, language, literacy, social/emotional/moral, and racial/cultural characteristics demonstrated by children at this stage of development.
You may also bring in learning from EDTP 201 about societal and institutional expectations for schooling at the various levels. 5. Use the same comparison process (your characteristics and the developmental characteristics of the age group) to explain the challenges you might face when teaching students of this age group.

Product: Synthesis and Reflection Paper
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12)

72
Of the five age groups you observed (pre-school/kindergarten, primary, intermediate, middle school, high school), choose the one you think you would most like to teach. In this paper, you should address: 1) your preconceptions about this age group and how those have changed as a result of the course; 2) your understanding of the typical and atypical physical, cognitive, language, litearacy, social/emotional/moral, and racial/cultural characteristics of children in this age group; 3) an analysis of your strengths, weaknesses, personality, reasons for teaching, etc.; and 4) a synthesis of this information that explains why this is the best level for you to teach, as well as the challenges you anticipate (based on the your personal qualities, the developmental characteristics of the age group, and what you know of schools).
Reference the course readings, class activities, and field experience observations. You may also bring in learning from EDTP 201 about societal and institutional expectations for schooling at the various levels.
The paper should be created in LiveText using the EDTP 107 Hallmark Assessment Template and will be part of the materials you submit when you apply to Teacher Education.
Standard: New Teacher Standards 7.1 and 7.4.

Rubric Target (3 pts)
Acceptable ( Identifies more than two challenges of teaching this age level and clearly explains why/how those challenges result from an interaction of characteristics of the age level and the student's self-reflection.
Identifies more than two challenges of teaching this age level and explains why/how those challenges result from characteristics of the age level and/or the student's selfreflection.
Identifies two or fewer challenges of teaching this age level OR does not accurately explains why/how those challenges relate to characteristics of the age level or the student's selfreflection.

Catalog Description
Course will provide opportunities to survey the field of education through the study of educational theories, directed elementary, middle school and secondary field experiences, and a personal evaluation of education as a career.

Course Purpose
This course, designed for students interested in teaching as a possible career, offers multiple opportunities for undergraduates to participate in a variety of activities in urban school classrooms. Emphasis is on construction of knowledge about and reflection on teaching and learning. The course will revolve around the essential question, "What would it take (for me) to be an effective teacher in the 21 st Century?" One other book on teaching, selected from a group of titles provided by the instructor.

Required Readings, Texts
LiveText Softward available at www.livetext.com Various articles and web sites as assigned by course instructor and presenters. show how issues of race, class, gender, and ability influence educational opportunities for students at various ages and in various contexts (1.4; 2.5, 3.9, 7.3, 10. ); 3. Reflect on the school as a public institution and the historical and contemporary context of the teaching profession; address current implications for professional agency and change (1.4, 2.5, 3.9, 7.3); 4. Analyze their field-placements with respect to how theories of learning and development can be applied in various school contexts (5.1, 5.2, 10.4); 5. Demonstrate observation, data collection and analysis skills appropriate to the various field experience settings (10.4); 6. Apply social science knowledge to solve problems related to student learning, development, and access to knowledge (5.1, 5.2, 10.4); 7. Examine the place of social foundations in teacher education; examine educational ideology and teacher professionalization in school and contemporary society (10); 8. Interpret and analyze perspectives of human learning and development, socio-linguistics, and demography through course readings and discussions (6.4, 7.3); and 9. Demonstrate the skills and dispositions of personal inquiry and self-reflection (7.1, 7.2). Evaluate evidence and apply it to solving problems through social science methods is addressed by course objectives 4, 5, & 6 and assessed through class participation, class work and homework, fieldwork, Ethnography of a Classroom, and the Essential Question Project. Learning Outcome 3:

Behavioral Science General Education Requirements
Communicate an understanding of a body of social science knowledge and its disciplinary perspective is addressed by course objectives 7, 8, & 9 and assessed through class participation, class work and homework, fieldwork, Ethnography of a Classroom, and the Essential Question Project.

Content
• Social Science Research Methods (observation, data collection, data analysis and synthesis)

Essential Question Guiding this Course
An "essential question" is a question that provides a focus for a unit of study. It not only helps us organize our thinking, but helps us to see the "So what?" of what we're reading and learning about. The essential question that will provide the focus for this course is:

What does it take to be an effective teacher in the 21st century?
Everything you read, observe and experience for this class will help you to answer this question. Generating an answer will require you to synthesize all that you have learned in EDTP 201.

Course Requirements
Students will participate in both university-based and field-based experiences to develop a base of professional knowledge of teaching and learning in a public school. Students will be asked to reflect on their experiences and complete assignments both in and out of class. Student work will be assessed according to scoring guides, several of which are attached to this syllabus. Additional scoring guides will be distributed in class when the assignments are discussed. Required projects include the following:

Course Assignments Percentage of Grade
1. Class Participation and Class Work (10%) Your active participation in this class is crucial to its success. Because of its interactive, group nature, we depend on you to build and shape the course. When you are absent, you not only miss the opportunity to learn from class discussion, but you also deprive the class of your viewpoint and insight. Sometimes written work can be "made up", but missed conversation cannot. Please make every effort to attend and to be on time.
Class attendance and participation will be assessed using the attached scoring guide. If you decide to enter a teaching certification program at UofL, the instructor of this course may serve as a recommendation for you when you prepare your application materials. Professionalism in promptness, attendance, preparedness and collegiality are all key assessment components on which teachers and future teachers are evaluated. Class work will also be assessed (see scoring guide).

Homework (15%)
You will have work to do outside of class that will be discussed during class, e.g. interpretations of field notes, analyses of aspects of the classroom ethnography. This homework will be assessed using the same scoring guide as class work.
3. Book Response Project (15%) Students will select a book from a list the professor provides and form "Book Groups" to read, identify and discuss the key ideas of the book. As a culminating activity, each group will devise an innovative presentation to share the book with classmates

HALLMARK ASSESSMENT: Field Work/Ethnography of a Classroom (35%)
In order for you to understand the teaching profession and make the best possible decision about whether or not to become a teacher, the College of Education and Human Development has arranged for you to see teachers and students in action, to participate in their work, and to think about whether this work is for you. Using a semistructured protocol, you will observe, sketch, outline, and reflect on the activities in real classrooms. The time spent in schools will give you the advantage of knowing what the work of teaching is really like.
You will not just be a passive observer at your field sites. A major part of this course involves carefully recording observations and reflections about your field work, and putting this information together in a coherent classroom study. This project will include information and interpretations of curriculum, instruction, assessment, relationships, barriers, and support systems observed at your field sites. Handout on Ethnography of a Classroom forthcoming.
Field Work. The University of Louisville and the Jefferson County Public Schools (JCPS) have a longstanding collaborative relationship. You will be assigned three classrooms in which to conduct part of your course work. Your positive and professional demeanor during fieldwork is an absolute necessity. (We will talk more in class about what constitutes "positive" and "professional" behavior.) You should show up for your fieldwork dependably and well prepared. Remember, the contacts that you build today may be useful tomorrow. Also remember that you represent the University, College, and Department of Teaching and Learning in the eyes of students, teachers, staff, parents, and others associated with the school sites you visit.
Field work will be assessed (see scoring guide and time voucher). Your performance will also be evaluated by your cooperating teachers.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 80 Note: Students will receive one day of "flex time" per week (Tuesday) for 7-8 weeks to focus on these generating thoughtful, detail-filled observations and reflections. (See Course Schedule, p. 9).

Essential Question Project, Final Exam (25%)
The Essential Question Project is both a term project (i.e., you will be working on it throughout the semester) and a summative assessment (i.e., culmination representing the bulk of what you have learned). It will include several components, such as your reflections on teacher interviews, course readings, and field work. The intention is to produce a product that addresses the essential question, "What would it take (for me) to be an effective teacher in the 21 st Century?" Further description of this project will be shared with you.

Criteria for Determination of Grade
More detailed descriptions of assignments and the rubrics used to assess them will be shared with you in class. Grades will be based on the points/percent/grades earned in the assignments, weighted by the percentage next to each assignment above, The following scale will be used to determine the course grade:

Grading Scale
The "Graded Assignments" listed above will scored on a 0.0 to 5.0 scale that corresponds to a letter grade on the Grading Scale below. Assignments are weighted, as indicated by the percentages listed above. Regarding Late Work--Please note: Your work must be turned in on or before the assigned deadline in order to be eligible for full credit. I request that you contact me via telephone or e-mail if you are to be absent from class. If you know you won't be in class and have informed me ahead of time, you may e-mail me your work, or ask another student to submit it for you. Work turned in after a class session will only receive partial credit, with 10% of the original point value deducted for each day an assignment is late. Assignments will not be accepted one week past the due date. There will be no participation credit for missed classes.
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Technology Expectations
Assignments are to be word-processed. Continuing and regular use e-mail is expected. Hallmark assessments must be posted to LiveText; your instructor may ask that other assignments also be posted there.

Plagiarism
Academic dishonesty is prohibited at the University of Louisville. Students are urged to become familiar with the definitions and procedures regarding academic dishonesty, which include, but are not limited to, cheating, fabrication, falsification, multiple submissions of work, plagiarism, and complicity in academic dishonesty. Further information may be found at http://www.louisville.edu/edu/handbook/studentcode.html

Cell Phone Policy
Students are not to have cell phones on "ring" during class. Text-messaging, answering, or talking on cell phones is prohibited.

University Writing Center
There are many different kinds of writing assignments in this course, ranging from lists and personal essays to formal position papers and a research report. You are therefore offered the opportunity this semester to become a better writer, regardless of your current ability. The University Writing Center provides free support for writers by providing a comfortable place to write, to collaborate with other writers, and to use writing resources. Writing consultants teach students at all levels to become more effective writers. Through individualized writing consultation, students learn to develop and organize ideas for course papers and other written products. Handouts are also available on a large number of writing topics. To schedule an appointment, students may stop by in person or call 852-2173. The UWC is located on the 3 rd floor of Ekstrom Library and is open Monday through Saturday.

Course Schedule
Class meets twice a week for 1.5 hours each session. Class attendance and participation are a significant source of learning in this course (and also a significant part of the grade). Students who are diligent about reading assignments on time and responding to class experiences with thoughtfulness not only will begin to prepare themselves for a profession in teaching but also will earn the best marks.
The course centers around a field study which will be conducted on site at elementary, middle, and secondary schools selected by the Field Placement Coordinator and JCPS. A minimum of six clock hours this semester must be spent observing assigned teachers and students at each of three schools, one each of elementary, middle, and high school, for a total of eighteen (18) hours. If you are able to invest more time, that is even better. Your field study will profit from a regular observation time (for example, 1-2:30 p.m. every Tuesday for several weeks). Because many students enrolled in this course must fit school visits between other school, work and family responsibilities, we have designated a number of class sessions as "flex time" for you to complete your field visits at that time or to schedule your field visits at another time during the week and use this designated time for study. Be sure to visit your field placement at least once a week in order to keep up with the response-toobservation assignments and not disrupt the flow of activities in the classroom. You also will develop more meaningful relationships with teachers and students the more frequently you visit. In addition to the classroom experiences, you are strongly encouraged to attend two 3-hour professional development sessions, the details for which have posted on our class Blackboard site.
If class is cancelled due to severe weather (or for any reason), keep to the schedule in the syllabus, preparing for the next class as planned. We will follow the University of Louisville procedures for inclement weather. If district schools are closed due to inclement weather, you will need to reschedule your school visit at the earliest possible time.
In short, read the schedule carefully, come to class prepared, and do regular homework. NOTE: We will continue this process of identify quotes for the remainder of the book. They will be used to shape our discussions.

T Feb 13
On site at schools for field work. After observing closely 2 children or adolescents in your class: Write a word-processed description of them and what you would do to "build bridges" between them and the curriculum you're observing.

T Feb 27
On site at schools for field work. Prepares pre-service teachers to: identify appropriate learning goals for students; design learning experiences that include a variety of developmentally appropriate instructional strategies; manage a range of students, materials, and classroom activities; and honor students' diversity with respect to learning style, motivation, race/ethnicity, gender, and language proficiency. Prerequisite: Admission to an MAT or undergraduate certification program.

Course Purpose
This course encourages teachers to challenge and support all students. This course will familiarize students with a variety of curricular and instructional strategies to meet the needs of a diverse group of students. It will also familiarize students with content enhancement strategies, models of teaching, Multiple Intelligences, learning styles, approaches to classroom management, lesson planning, and assessment and serve as a foundation for the content-specific methods courses.

Course Objectives (Indicators assessed)
At the conclusion of this course, the student will be able to: • Design, plan, organize, and teach learning activities that will address appropriate written learner outcomes, KERA academic expectations, Core Content for Assessment and Early Childhood standards in a positive and productive learning environment. NTS 1. 2. Three professional readings, in which you record questions, reactions, reflections, and connections (to class discussions, personal experiences, other texts, and websites and to become a critical reader about issues that relate to education. with respect to your readings and classroom experiences.
3. Group presentation on an instructional approach and or theory.
4. Two lesson plans: one three phased lesson plan that you will design on a topic/skill in your certification area and a second lesson plan that will done in connection with your microteaching.
5. Microteaching a lesson using an "instructional strategy that works". A complete lesson plan, including the reflection and analysis of participant work. HALLMARK ASSESSMENT 6. Final will be a take home exam relative to your developing teaching philosophy

Class Participation
Your active participation in this class is crucial to its and your success. Participation is not merely sitting in class. Participation involves a combination of attendance, appropriate discussion, evidence of readings in discussion, completion of assignments on time, active listening, working in collaboration with colleagues, active engagement with materials, assessments of peer's work, contribution of materials to the class, and leadership behaviors. Dispositional rating sheet items 1,4,5,6,8,9,10,11,13 and 14 relate to class participation.
Out of respect for all of our busy schedules, we will begin class promptly at 9:00. Please arrive on campus with enough time to take into account possible difficulty in parking or poor weather conditions. Frequent late arrivals will be considered absences (frequent is more than one). You must be present to establish a professional disposition.
I would also like for you to send me an e-mail message prior to our second class meeting telling me two things about yourself that I don't now know. In addition, I encourage you to communicate with me via email throughout the course. Minimally, I ask that you communicate about professional matters with me twice during the semester. The goal is that you become competent with using electronic mail for professional purposes, so I encourage you to raise any questions or issues about the course or other aspects of teaching and education that you may have.

Professional Reading Log (Two-topic of choice, one assigned)
The purpose of the Reading Log assignments are for you to record your questions, reactions, reflections, and connections to class discussions, personal teaching/learning experiences, other texts, websites and to become a critical reader about issues that relate to education. I would like you to write a one-page reaction paper and send through LIVETEXT. You may address any of the following concerns: something you found particularly interesting or provocative, something you disagree with, something that corroborates or contradicts your prior experiences, or something you wish to discuss in greater detail. Do not summarize. The points you make should reflect considerable thought, and should address your reaction, how this reading is relevant to you as a future teacher, and how the knowledge gained from this reading possibly will affect your professional life. Rubric posted on Blackboard.

Lesson Plans
Plan two lessons for topics/skills in your certification area. Lesson plans will include powerful principles of instructions, multiple intelligences, authentic assessment, and appropriate diversification for a variety of students. A format for the lessons and the rubrics that will be used to evaluate them will be shared via LIVETEXT. Your focus should be on designing learning opportunities that have the students involved in genuine constructivist thinking.
Your first lesson plan will be submitted in three phases on LIVE TEXT ® Your lesson should clearly demonstrate the course purposes; identify appropriate learning goals for students; design learning experiences that include a variety of developmentally appropriate instructional strategies; manage a range of students, materials, and classroom activities; and honor students' diversity with respect to learning style, motivation, race/ethnicity, gender, and language proficiency. Legibility, standard grammar, spelling and punctuation, logic and organization are expected for the lesson plans.

Instructional Strategies Expert-Group Presentation
The class will be divided into groups (randomly drawn) to become experts in an instructional approach and or theory. The class group will be responsible for presenting; 1.Five to ten minute Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 94 overview where each member of the group presents a portion of the instructional approach) 2. Facilitate a ten minute demonstration/model of the instructional strategy with the class. 3) Five minute question answer session about the approach. 4) Provide copies for class of a handout that answers the following questions: • What are the essential principles of this approach?
• What are the underlying assumptions of this approach?
• What specific strategies are recommended for classroom practice?
• What are the possible benefits and limitations of the approach?
• What contradictions does this approach present in the context of society and schools?
• What challenges does this approach present in the contexts of society and schools? Guidelines for instructional strategy presentation and scoring rubric will be discussed in class.

Micro-teaching lesson, analysis and reflection
Your second lesson plan will be an opportunity for you to teach a short lesson to demonstrate one of the "instructional strategies that work". For this lesson plan you will also complete the reflection/analysis and extension/follow-up. The lesson plan must be submitted through LIVETEXT® no later than the dates indicated in the course outline. Lesson plan format and scoring rubric will be discussed in class.

Note to students
Lessons you do for these assignments may not be used for observations by the university liaison, your cooperating teacher, or other methods classes. Each of the lessons is a discrete entity.
Here are some suggestions for potential lessons: 1. Developmental lesson: a lesson that helps students understand a concept (idea) or process. This type of lesson usually involves students using materials that model the concepts and/or processes. NOTE: practice/review lessons are not developmental and will not be accepted. 2. Problem solving: a lesson that involves students in solving one or more problems. The problems may be "realworld problems" or applications. 3. Investigation: a lesson in which students investigate some idea or situation. They may not at first know exactly what they are trying to discover about the idea/situation. 4. Data analysis: a lesson in which students pose a question to investigate, plan their data collection, collect and organize their data, represent/display their data, and then draw conclusions. 5. Technology: a lesson in which students use calculators or computers as a tool for learning or solving problems. 6. Integrated: a lesson in which students integrate several content areas, in the context of another discipline, such as science or social studies, or learn mathematics through the use of another discipline, such as children's literature or language arts. 7. Other: any other lesson that involves students doing genuine thinking AND IS NOT A PRACTICE OR REVIEW LESSON.

Teaching Methods
The goal of all teaching methods is active learning. To attain this goal students will be regularly involved in hands-on activities as they complete problem-based tasks. Students will work in collaborative groups and complete cooperative learning activities. In addition, there will be some lecturing. While taking this course, students will be placed in classroom for five full days.

Policy on Instructional Modifications
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 95 early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.

CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity of issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Technology Expectations (except physical education activity courses)
Assignments are to be word-processed. Continuing and regular use of e-mail is expected. Electronic submissions using Live Text for some assignments is required.

Plagiarism Statement
Representing the words or ideas of someone else as one's own in any academic exercise. An academic unit determines that a student is guilty of academic dishonesty may impose any academic punishment on the student that it sees fit, including suspension or expulsion from their academic unit.

Electronic equipment Policy
Students are asked to manage their electronic equipment so that they are not distracted during class. Answering, talking or text messaging on cell phones, pagers and PDAs during class is not tolerated.

Closing
I look forward to working with you throughout the semester. If you have any questions, comments, suggestions, or issues to raise, please do so at any appropriate time! Thanks! In addition to email communication, I also encourage phone calls and face-to-face communication and invite you to stop after class or call me. We can set up an appointment. Objectives are missing key components (i.e.behavior, is vague, missing criteria, or conditions).Objectives may not be assessable.

Resources 1/12 (8%) KY-NTS-1.10
Target is evidenced by providing a detailed list of relevant resources and materials, providing specific URLs, describing how to access or where to find the resources (easily accessible), and attaching all handouts.
Acceptable is evidenced by providing a list of most resources, URLs, and materials, providing access to student handouts, and describing where resources might be found.
Unacceptable is evidenced by minimal or incomplete listing of resources, URLs, or materials need to teach the lesson. Some materials and resources are unavailable. Target is evidenced by the following: Anticipatory set draws the student into the lesson by relating to learner's interests. Activities and instructional strategies are designed to support and scaffold student learning described in the lesson standards and objectives. Directions are clear and follow a logical sequence. Fits within a realistic time frame and moves easily from one method to the next. Activities are engaging, varied, and pertain to learning style and multiple intelligences. Descriptions are sufficiently clear to enable a third party to teach the lesson.
Acceptable is evidenced by the following: Anticipatory set relates somewhat to the learner's interests. Content and methods are scaffolded so students have some idea of what is expected. Methods show some variety and engage the students in some skill building as well as improving knowledge. Fits reasonably well within the time frame and keeps learners engaged.
Unacceptable is evidenced by the following: Anticipatory set has limited or no appeal to the learner. The content and methods are not clearly tied to the objectives for the lesson. Learners will move awkwardly from one activity to the next. Methods lack creativity or do not adequately engage the students. The lesson clearly overestimates or underestimates the time frame for the lesson.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 97

Student Assessment 1/12 (8%) KY-NTS-4.3 KY-NTS-4.5
Target is evidenced by the following: The content and activities clearly match objectives and student products show that the objectives have been met. Expectations are shared with students in advance and if a rubric is used, the language is clear, positive, and articulates the level of quality. The behavior assessed clearly matches the behavior described in the objective and description (connections/context)of the lesson.
Acceptable is evidenced by stating a plan for assessment that addresses some of the objectives. Assessment instruments are provided by may not be clearly stated or differentiate among levels of quality. An attempt has been made to match objectives with student products.
Unacceptable is evidenced when objectives and student products are not clearly related. The assessment tools are not provided or lack levels of quality. Students will not understand the expectations of the instructor.

Reflection/An alysis 3/12 (25%) KY-NTS-5.1 KY-NTS-5.2 KY-NTS-7.1
Target is evidenced by an in depth discussion of student progress in relation to the stated objectives (i.e., what they learned with indicators of achievement). In depth discussion of the success of instruction as it relates to assessment of student progress. Include three student samples (high, average, low) and an analysis of their performance based on assessment results. Acceptable performance is evidenced by a discussion of student progress in relation to the stated objectives (i.e., what they learned with indicators of achievement) and mention of the instruction as it relates to assessment of student progress. Some student samples are included but limited analysis of their performance based on assessment results. Unacceptable performance is evidenced by a description of what happened in the lesson with minimal discussion of student progress. Instruction is mentioned but in no depth for the reader to determine level of success. Student samples were not included/ or were included with no mention in reflection. Target is evidenced by the following: The instructional strategy is appropriate for the content. The knowledge, skills and thinking of the students is evidence in communication and student work samples.
Acceptable is evidenced by the following: The instructional strategy is somewhat appropriate for the content but not stated clearly. An attempt has been made to include knowledge, skills and thinking of the students, but not clearly evident in communication and student work samples.
Unacceptable is evidenced by the following: The instructional strategy is not appropriate for the content. The knowledge, skills and thinking of the students is not evident in the communication and or the student work samples.

Structure and proofreading 1/12 (8%) KY-NTS-3.1
Target is evidenced by the following:The lesson objectives, activity and assessment are aligned.The lesson contains 3 or fewer proofreading issues.
Acceptable is evidenced by the following:The lesson objectives, activity and assessment are somewhat aligned. The lesson contains proofreading issues that interfere with the understanding.
Unacceptable is evidenced by the following:The lesson objectives, activity and assessment do not appear connected. The lesson contains multiple proofreading issues that make it hard to understand.
Please review the syllabus before the second class and return this form to instructor.

Course Purpose
Understand the importance and inter-relatedness of classroom community, norms, appropriate curriculum and instruction, respect, and use and teaching of interpersonal and social skills in creating and maintaining a supportive and orderly classroom for all participants; develop proactive methods for helping students meet their needs in the classroom without disrupting others; know how to assess the duration and frequency of behaviors in order to decide whether to intervene &/or assess the effectiveness of an intervention; understand the range of classroom management and discipline systems available and make informed decisions about their use.

Required Readings, Texts
Cangelosi, J. S. (2003). Classroom management strategies: Gaining and maintaining students' cooperation (5 th  a) Identify instances of respect, support, self-control, cooperation, and classroom management techniques that foster responsibility, self-management, and cooperation in various classroom communities; b) Identify norms and beliefs of a variety of cultures and explain the implications of these for setting up and managing diverse classrooms; c) Create a classroom management plan that supports the physical, social, and cultural diversity of a variety of students, shows sensitivity to difference, includes how the plan will be introduced to students, and strategies for responding to students who act in ways counter to the plan; d) Describe how they would create a welcoming environment for parents of diverse cultures, socio-economic status, and education level during formal parent-teacher conferences, informal parent communication, back-to-school-night, and other school programs; e) Describe how they would effectively engage parents and guardians as partners in their children's learning, respecting cultural and individual differences and their knowledge about their children; f) Explain theoretical models of behavior (behaviorism, humanism, social learning theory, medical model, bio-physical model), analyze management situations for their underlying model, and apply various models to classroom situations; g) Explain the theoretical basis and evaluate the plusses, minuses, and interesting points of a variety of classroom management programs, e.g. CHAMPS, Cooperative Discipline, Assertive Discipline, Responsive Classroom, class meetings, Fred Jones. In the field experience (EDTP 330), students will: h) Observe, analyze, and reflect about classroom climate, management strategies, student interactions, and other aspects of classroom climate; i) Apply information from student and parent/guardian interviews to recommend ways to improve learning opportunities for the students in the class; j) Manage a variety of instructional strategies, e.g., group work, cooperative learning, learning buddies, simulation activities, experiments, games, audio-visual media, in ways that maximize safety and productive learning; k) Cooperate with colleagues to sustain an effective learning climate within the school; l) Identify strengths and areas for growth with respect to building effective learning communities and create and implement a professional development plan in this area.

Course Requirements
1. Quality of your participation in the field experience (responsibility, growth, initiative, etc.) (5%) 2. Analyze the strengths, challenges, resources, and opportunities within your field experience setting with respect to building a supportive learning community. (10%) 3. Interview parents/guardians of three children (one advanced, one typical, one struggling academically) in your field placement about their children's strengths, interests, learning styles, feelings about school, and other information that will help teachers better teach that child. Interview the child of each of these parents/guardians about their strengths, interests, learning styles, feelings about school, and how they think teachers could better help them learn. [A list of questions will be provided by your instructor.] Summarize the information you learned from and about each, along with your observations of the children, and write about how you would use that information to better teach those children in that same classroom setting. (20%) 4. Create a written plan for how you will build classroom community, e.g., what you'd do before school starts, the first few days of school, how you'd build consensus around norms, what those norms would be, how you'll help each child feel welcome and important, how you'll maintain the norms and supportive learning community, how you would decide whether to target particular behaviors and how you would intervene. (25%) HALLMARK ASSESSMENT 5. Lead an activity or teach a portion of a lesson (for a minimum of 15 minutes) designed by your cooperating teacher. Before teaching, write a mini-lesson plan in which you indicate who (both you and students) will do what, when, where, how, and why for all aspects of the activity. Explain how materials will be distributed and collected, how you'll monitor student participation and learning during the activity, interact with students, etc. After teaching, respond to the reflection questions given out by your course instructor (the degree to which students met the learner outcomes, your effectiveness in managing the activity and students, and modifications you would make). After receiving feedback from your cooperating teacher and course instructor, identify with your cooperating teacher a second activity or portion of a lesson you will teach to the whole class, also for a minimum of 15 minutes. Create a mini-plan, as above, teach it, and respond to the reflect questions afterward. (mini-lesson plans, 5% each; teaching reflections and lesson modifications, with rationale, 5% each; 10% for each activity/minilesson; 20% for both) 6. Create a Professional Growth Plan (using KTIP format) with respect to classroom management and building/maintaining learning communities. Include an analysis of your strengths and your areas for growth with respect to management/classroom community, identify two specific goals, and explain what resources, experiences, etc. would help you attain each of those goals. Explain how your field experience work (as well as other experiences) contributed to all aspects of the PGP. (5%) 7. Class work and homework, e.g. unit opportunities, reflections, oral and written activities.
(10%) 8. Participate fully and collegially in all class activities, complete and refer to assigned readings, interact respectfully and professionally with peers and faculty, demonstrate Standard English in oral and written communication, and work purposefully toward becoming an excellent teacher. (5%)

Policy on Instructional Modifications
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.

Technology Expectations
Assignments are to be word-processed except drawings or if the instructor specifically tells you that a particular assignment can be hand-written. Continuing and regular use of your UofL email account is expected. The Hallmark Assessment and possible other assignments must be submitted on LIVETEXT. You may be expected to access and download information from various websites.

CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Plagiarism
Plagiarism is not acceptable in a University community. You need to familiarize yourself with the university's policies regarding plagiarism, which are located in several places, including the Undergraduate Catalog, Code of Students Rights and Responsibilities category, Section 5, and the Student Handbook. The entries are very similar, but they are housed at different web sites:

Late Assignments
Your work must be turned in on or before the assigned deadline in order to be eligible for full credit. I request that you contact me via telephone or e-mail if you are to be absent from class. If you know you won't be in class and have informed me ahead of time, you may e-mail me your work, or ask another student to submit it for you. Work turned in after a class session may only receive partial credit. Even if you tell me ahead of time that you will be absent or late, you will not be able to receive credit for participation for the class you missed.

Cell Phone Policy
Students are not to have cell phones on "ring" during class. Text-messaging, answering or talking on cell phones is not allowed.

EDTP 328 -HAT -Classroom Management Plan
Purpose: Candidates have been learning about ways to create, structure, and maintain classroom learning communities in ways that promote student success while also working in a field experience classroom setting at the grade level they seek to teach. Successful completion of this assessment will demonstrate that the candidate understands the course material and can evaluate various theoretical frameworks of human behavior, analyze the field setting, and synthesize and apply course concepts in the development of a classroom management plan that supports the creation of an equitable and high-level learning community for all students.
Process: The candidate will use course lectures, readings, discussions, activities, and field placements to develop a paper describing his/her Classroom Management Plan, described in more detail below.
Product: A written description of your plan for creating and maintaining a positive learning environment, with the teaching and learning context of your field site as your referent. Include all of the following: 1. Describe your field experience classroom context, including all of the following: a) School factors, e.g. percentage of students on free/reduced lunch, racial demographics, student mobility, school-wide discipline plan, overall culture and climate, etc. b) Classroom factors, e.g. physical features of the room, technology, and its contents, extent of parent involvement, types and frequency of grouping patterns, schedule, pull-outs, other adults in the room, etc. c) Student characteristics, e.g., ages, gender, race/ethnicity, disabilities &/or other special needs, developmental levels, academic readiness, percentage of students on free/reduced lunch, etc. 2. Explain ways that at least three of the above factors might impact the management of instruction, why, and how. 3. In light of your contextual description above, explain how you would start the school year in this same classroom with these same students in order to successfully: a) develop positive and supportive relationships among students b) have students take responsibility for their own learning and behavior c) efficiently manage time, space, transitions, movement, materials, and activities d) provide physical and psychological safety for all students e) use a variety of grouping patterns f) involve parents/guardians 4. Your classroom management plan was implemented and it is now a month into the new school year. You have become aware that one or more students are not responding to your expectations. a) Identify a targeted behavior from your field setting that interferes with one or more of your goals in #3. Explain why this behavior is detrimental to a learning community. b) How will you decide if you should try to increase or decrease that behavior? What data collection methods will provide evidence of the intensity or duration of the behavior(s)? c) Once you have identified a target behavior you wish to change, which of the theoretical frameworks (Behaviorism, Humanism, Social Learning Theory, Medical Model, Bio- Physical Model) will you use to guide your planning for behavior change? Explain why you chose that framework. d) Explain specifically what steps you'll take to address and support the desired behavior change. Be sure they are consistent with the theoretical framework you chose. e) How will you assess the success of your intervention? Standards: NTS: 1.8,2.2,2.3,2.4,2.7,2.8,2.9,3.5,3.12,3.14,4.2,4.4,4.5,5.1;UL: 11.4,11.8,11.11 Rubric Draft

Behavior intervention Data collection system NTS 4.2, 4.4, 4.5, 5.1
The data collection system is appropriate for measuring the target behavior; includes a description of how the progress monitoring data is reported, how instructional decisions will be made, and a The data collection system is appropriate for measuring the target behavior. The data collection system is incomplete and/or is not appropriate for measuring the target behavior.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 111 rationale for the decision points.

How decisions will be made
Criteria and rationale for decision to intervene re: a target behavior and for ending an intervention are clearly explained and consistent with course content.
Criteria for decision to intervene re: a target behavior and for ending an intervention are explained and do not contradict course content.
Criteria not given for decision to intervene &/or end intervention &/or criteria contradict course content.

NTS.1.8
Establishes physical classroom environments to support the type of teaching and learning that is to occur.

NTS.2.2
Establishes and maintains standards of mutually respectful classroom interaction by establishing the importance of shared expectations during individual and group responsibilities.

NTS.2.3
Shows consistent sensitivity to individual academic, physical, social, and cultural differences and responds to all students in a caring manner.

NTS.2.4
Shows flexibility and modifies classroom processes and instructional procedures as the situation demands.
NTS.2.7 Uses classroom management techniques that foster self-control and self-discipline.
NTS.2.8 Encourages responsibility to self and to others.

NTS.2.9
Promotes student willingness and desire to receive and accept positive and negative feedback.
NTS.3.5 Makes appropriate provisions for learning to address diversity among learners.

NTS.3.12
Makes efficient use of physical and human resources and time. Facilitates equitable engagement of students on productive tasks. NTS.3.14 Identifies student misconceptions, provides guidance, and offers students continuous feedback on progress toward outcomes and expectations.

NTS.4.2
Makes appropriate provisions for assessment processes that address social, cultural, and physical diversity.

NTS.4.4
Promotes student self-assessment using established criteria and focuses student attention on what needs to be done to move to the next performance level.

NTS.4.5
Systematically collects and analyzes assessment data and maintains up-to-date records of student progress.

NTS.5.1
Accurately assesses, analyzes, and communicates the effectiveness of instruction and makes appropriate changes to improve student learning.
UL 11.4 The teacher respects the dignity and worth of students as individuals and as members of racial, ethnic, cultural, linguistic, religious, gender and economic groups.
UL 11.8 The teacher creates and maintains a classroom atmosphere reflecting and an acceptance of and respect for differences and promotes values, attitudes, and behaviors that support diversity.
UL 11.11 The teacher works with parents, families and caretakers of students to serve the best interests of their children, makes use of local community resources and encourages students in the study of the local community by enlisting members and context within the community as classroom resources.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 116 ACEI and CREDE standards will be incorporated in lesson plans (HA) by each student based upon individual content area of study

Course Content
1. Characteristics and needs of students from diverse background and with various abilities.
2. Curricular and instructional modifications to support and challenge students from diverse background and with various abilities.
a. Universal design for learning b. Tiered/layered lessons with accommodations and modifications c. Lesson design supporting multiple abilities and learning styles d. Multi-sensory presentation of information and concepts e. Scaffolding f. Use of technology and assistive technology g. Appropriate grouping strategies 3. History and laws related to special education, gifted education, and English as a second language programs, as well as responsibilities under NCLB. 4. Referral and identification process for special education, gifted education, and English as a second language programs 5. Structure and intent of inclusion and collaboration, including roles and responsibilities of classroom teachers and specialists Course Requirements:

Class Participation (75 pts.)
Students are expected to be prepared for class by reviewing assigned text readings, journal articles and other online readings to contribute to thoughtful, weekly participation in class sessions and group/individual experiences; weekly essay, reading checks, and strategy discussions, content reviews and checks/quiz; to use blackboard as a means of communication and resource site; use technology; independently read materials; and to follow the schedule for class assignment due dates.

Collaborative Intervention Plan (50 pts.) HALLMARK ASSESSMENT.
With your cooperating teacher, within your field experience classroom, select/identify two students with learning needs (e.g. students with IEP's, 504 Plans, PSP, GSSP) that would be enhanced by a collaborative effort. Establish the purpose of your collaboration, identify your objective(s), and plan strategies/interventions supported by research. With your cooperating teacher, develop an action plan for your implementation, e.g. responsibilities of implementers, timeline, expectations, assessments, materials, schedule, etc. Collect, assess, reflect about, and analyze evidence of the effectiveness of the collaboration. You will use the Kentucky Guide to Reflective Teaching as one source for your reflection regarding collaboration. Create and Submit your professionally written collaborative plan using the template on LiveText.

Curriculum Based Measurement (50 pts.)
You will design one Curriculum Based Assessment (CBA). The assessment will address either (a) math, (b) reading, or (c) written language. Each test must include: 1. a academic/behavioral objective (written in the form specified in this class), 2. directions to the student, 3. directions to the examiner, 4. actual materials required to complete the test (not a description of the materials but the actual Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 117 materials), 5. data sheet(s) on which to record raw and summary data including clear and specific descriptions of how the data sheets are to be used. You will be given a very specific form to follow that should help you design the CBA.

Strategy Notebook (25 pts.)
Each student will develop a lesson plan book with strategies and adaptations for lessons modified to meet the needs of ten students, each with an identified learning difference.

Design, teach and reflect on a tiered/layered lesson (25 pts.)
Using the lesson plan format on LIVETEXT, design a lesson focusing on a topic/skill appropriate for your field experience classroom. Include adaptations/differentiation that will challenge and support students with learning disabilities, giftedness, and limited English proficiency (whether they are present in your class or not). Teach the lesson to the field experience class, collect assessment data, and complete the reflection and refinement sections of the plan.

Individualized Education Program (IEP) (25 pts)
Read and reflect about the IEP of a student in your class. Talk with the classroom teacher about how s/he collects data on that student, analyzes it, and denotes progress on the IEP. Sit in on the IEP meeting in which progress is shared with the parent. Write a summary of the experience and a reflection in which you identify supports for special education students in an inclusive settings/classroom.

OR Individualized Education Program (IEP) Parent/Teacher Interview (25+15 pts)
Interview a parent/teacher team about their experiences in special education. Parent and student identity and other personal information should be kept confidential. Use fictitious names and schools to describe your student's IEP experience. The goal of this assignment is to help you understand supports necessary for students with exceptionalities and to practice teacher/parent engagement techniques. Students are required to develop questions for teachers and parents that ask about educational needs, instructional needs, whether or not students' individual needs are met, IEP experiences, etc. Students need to provide a word processed summary of the meetings.

Teacher Interview (15 pts)
Interview a teacher with a gifted child in his/her classroom. Discuss curriculum strategies and how differentiated instruction techniques are used within the curriculum. Present a five-minute report on your findings to the class. OR Teacher Interview for Collaboration Intervention Plan.

Mini-Case Study/Observations (45 pts)
Observe and interview two students in your field experience setting, (e.g. one with disabilities, one with limited English proficiency, and one who is gifted/advanced). Observe each child at least twice, in two different content areas, and use observational skills learned in previous courses. Use the format shared in class for structuring your written papers.

GRADING CRITERIA
Evaluation will be based on a point system. The point value for each assignment is as follows:

A.
Participate in field work in collaboration with the regular education teacher and specialist (ESL/GT/LD-EBD/Collaboration/ECE teacher) of students with exceptional learning needs in an inclusive educational setting; participate in instructional activities and interact with students with exceptional learning needs. Observation sites are coordinated by UofL. Complete your observation request form in Live Text the first week of class http://college.livetext.com/college/index.html (50 points)

B. Reflective Logs (RL)
Synthesize and document specific information in Reflective Logs (RL) from your field work placement. The RL template will be available in Live Text to guide your submissions. Teacher candidates are required to submit a total of three (3)  These entries are due before class; both Live Text entries and paper copies for class group work. Class dialogue will include RL summaries and experiences. There is no page limit. RLs will be assessed on Live Text using the RL template. Each RL has a maximum of 20 points. (60 points)

C.
Lesson Plan/Strategy Notebook Design a lesson plan for use with students in the general education curriculum and post on Live Text. Develop and analyze strategies which can be used to meet learning needs of students with exceptionalities/disabilities. Solve specific learning need problems by classifying modifications into a strategy notebook according to the unique learning needs of students with exceptional learning needs.

D. Final Exam
The final exam will be based upon a student scenario. Each student will receive a random scenario and develop a plan of action to meet the educational needs of one student with exceptional learning needs. You may use your class notes only. (25 points) Note: Paper copies of all assignments will be collected in class on due dates.

Plagiarism
Plagiarism is a form of academic dishonesty, which is prohibited at the University of Louisville. The policy is fully explained in the Student Handbook, which can be accessed at the following link: http://campuslife.louisville.edu/cloffice/handbook/pages/studentrights/ Salend, S.J. (2001) Creating inclusive classrooms: Effective and reflective practices. 4 th ed.
Wadsworth/Thompson Learning, Inc. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2001). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999). How to differentiate instruction in mixed-ability classrooms (2 nd  Reflection discusses success of instruction as it relates to student progress and analysis of performance based upon results of instruction related to student progress.
Reflection discusses student progress and performance, but lacks analysis of performance.
No reflection which discusses success of instruction as it relates to student progress and/or analysis of performance based upon results.
> Educational implications of characteristics of various exceptionalities.

CEC2002.EC.CC2K5
> Similarities and differences of individuals with and without exceptional learning needs.

CEC2002.EC.CC2K6
> Similarities and differences among individuals with exceptional learning needs.

CEC2002.EC.CC3K1
> Effects an exceptional condition(s) can have on an individual's life.

CEC2002.EC.CC3K5
> Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences

CEC2002.EC.CC4S3
> Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.

Lesson Plan Assessment
Target (3 pts) Acceptable (2 pts) Unacceptable (1 pt) Objectives ( Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction Council for Exceptional Children Standards CEC2002.EC.CC2K2 > Educational implications of characteristics of various exceptionalities.

CEC2002.EC.CC2K5
> Similarities and differences of individuals with and without exceptional learning needs. > Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences CEC2002.EC.CC4S3 > Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.

Revised January 5, 2006 by Mary Ann Reynolds and Tricia Bronger
Conceptual Framework Summary "Teaching for Knowledge, Leadership and Change: Enabling Success for All Learners" Teaching for knowledge refers to the development of teachers who have a depth and breadth of content knowledge and the capacities for reflection, inquiry, and problem-solving. Teaching for leadership refers not only to the development of educators who are leaders in instruction but who additionally serve as change agents with a commitment to make schools and curricula responsive to students' cognitive, academic and social needs. Teaching for change refers to the development of teachers who teach to the high standards of social justice, equity, and equality and who are caring and compassionate practitioners. Enabling success for all learners refers to the development of teachers who teach to the high standards of professional and state organizations and appropriately use assessment data for instructional, curricular, and program improvement. Additionally, Enabling success for all learners refers to our commitment to provide equitable opportunities to learn for all students, in light of their backgrounds and learning styles and to prepare teachers who have the knowledge, skills, and dispositions necessary to successfully teach diverse learners.

Relationship to Conceptual Framework
This course supports the conceptual framework for the College of Education and Human Development's Teacher preparation programs. This field-based course will develop knowledge of elementary grades instruction and its applications in professional practices. Through the field 2 The U of L Program Standard may be viewed in its entirety in the "Guidelines For Creating A Portfolio" on the Department of Teaching and Learning Web site: http://www.louisville.edu/edu/edtl/guide2.doc placements and attendant leadership from university supervisors and mentor teachers, the candidate will refine understandings, capabilities and dispositions representing best practices in their selected content fields. By placing candidates with teachers who are excellent models for professional behavior, the course prepares learners to both lead and respond to change in curriculum and in addressing the needs of youngsters from all cultures and ethnicities.

Content and Course Requirements
1. Satisfactory teaching and classroom management 2. Satisfactory communication with cooperating teacher and university supervisor 3. Satisfactory attempts to respond to supervisory criticisms 4. Satisfactory interaction with students, teachers, and others 5. Satisfactory attendance 6. Additional requirements as specified by supervisor Explanation of Requirements 1. Satisfactory teaching and classroom management Students pursuing a Secondary Education certification (Mathematics, English, Business, Social Studies, Science) have one 14-week student teacher placement, although the student teacher may work with more than one cooperating teacher if such an arrangement is deemed necessary by the placement advisor. Students pursuing Art, Foreign Language, or Middle School certification will student teach in two separate seven-week placements, as arranged by their placement advisors. At a minimum, the student teacher is expected to assume the full load of a regular teacher for 2 weeks (i.e., 10 days) during a 14-week placement (one week each in seven week placements). Many student teachers will teach full-time for several weeks. The student teacher will be formally evaluated (as explained more fully hereafter) on at least four occasions by the university supervisor, as well as 4 times by the cooperating teacher, during the 14 weeks of student teaching. Effort, accuracy of content knowledge taught, pedagogical skills, student learning, classroom management skills, and the conduct of other tasks and obligations during the school day will all be considered during any given evaluation.

Satisfactory communication with cooperating teacher and university supervisor
3. Satisfactory attempts to respond to supervisory criticisms The student teacher is expected to respond to comments and criticisms from the cooperating teacher and university supervisor. Such responses may take many forms, including rebuttal. Primary emphasis will be placed on the student teacher's attempts to change behaviors that are deemed to be in need of improvement.
4. Satisfactory interaction with students, teachers, and others Student teachers are expected to treat their students and others with respect. Student teachers should demonstrate effective skills in human interaction, including good listening skills, empathy, and appropriate (non-)displays of emotions. Although the student teacher's primary interactions will be with his or her own students (and the cooperating teacher), other people will also be regularly encountered during the placement, including administrators, other teachers and Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 138 students, counselors, parents, custodians, and school visitors. It is imperative that in interactions with others, the student teacher be viewed as a professional and a worthy representative of the University and the school.

Satisfactory attendance
Student teaching begins the first day of class for the school system. The student teacher is expected to attend school every day when it is in session for teachers, and to be there during all hours when teachers are normally expected to work. Student teachers should discuss with their cooperating teachers when (and whether) they are expected to attend school functions, such as faculty department meetings. Student teachers should attend in-school sessions on professional development days. The University of Louisville requires fourteen weeks of supervised student teaching. In some cases due to performance, inclement weather, illness, or extenuating personal circumstances, a cooperating teacher and university supervisor may require the student teacher to extend student teaching beyond the 14-week requirement. (In such cases, the supervisor should confirm this change with the school principal and the Chair of the Department of Teaching and Learning.)

Additional requirements as specified by supervisor
It is left to the discretion of the university supervisor to make additional assignments which aim to promote the success of the student teacher. These assignments may come as a result of the supervisor's evaluation, be based on the cooperating teacher's recommendations, or may be a proactive move by the supervisor.

Criteria for Determination of Grade, Including Evaluation Methods
The cooperating teacher and student teacher should meet regularly on an informal basis to discuss the student teacher's progress, issues and problems. Each student teacher will also be formally evaluated on a regular basis throughout the semester. The university supervisor and cooperating teacher will use the Kentucky Experienced Teacher Standards as the basis of diagnostic, formative, and summative assessments of the student teacher's performance. Student teachers may be evaluated using one or more teacher evaluation instruments of the supervisor's choosing, including, but not limited to, the Kentucky Teacher Internship Program (KTIP) Observation instrument. In addition, student teachers will submit a portfolio based on the Kentucky Experienced Teacher Standards and U of L Program Standards at the end of their 14week placement period. For more information, see the "Guidelines For Creating A Portfolio" on the Department of Teaching and Learning Web site: http://www. louisville.edu/edu/edtl/guide2.doc.
Written and oral feedback will be provided to the student teacher throughout the semester. It is hoped that the student teacher will freely discuss matters concerning growth, development, and evaluation with the supervisor and cooperating teacher both during the formal observation conferences as well as at any other appropriate time. Near the end of the student teacher placement, the university supervisor meets with the supervising teacher(s) to discuss the progress of the student teacher and obtains recommendations for final grades for EDTL 619. The supervisor should also meet with the student teacher to discuss overall performance and the final grade. Final grades will be influenced by evaluations and recommendations by the cooperating Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 139 teacher, but the university supervisor has the ultimate responsibility for assigning a grade for the student teacher. Student Teacher Observations As a rule of thumb, university supervisors will observe the student teacher a minimum of 4 times (two in seven-week placements), but more visits may be made as special needs are realized. Similarly, the cooperating teacher will make formal observations a minimum of four times (two in seven-week placements). Following each observation, the university supervisor or cooperating teacher will conference with the student teacher (and possibly with one another). The student teacher should provide a detailed lesson plan to the cooperating teacher or university supervisor in advance of a formal observation.
Formal observations will be conducted over an entire class period. The university supervisor will record notes on the Department of Teaching and Learning Student Teaching Visitation Report form. A minimum of once during the semester, the supervisor will also use the Kentucky. Teacher Internship Program Observation Instrument. Following a formal observation by the university supervisor, a conference is held with the student teacher to debrief the lesson and discuss the student teacher's strengths and areas for growth. It is often desirable to include the cooperating teacher in this conference. Copies of the visitation record should be given to the cooperating teacher and the student teacher. An original should be filed in the student teacher's file in the Department of Teaching and Learning.
Certification Portfolio: 1. A Certification Portfolio will be required for all students completing student teaching. 2. During or before the last week of placement, the Certification Portfolio will be submitted to the student's university supervisor. The university supervisor and another faculty member will evaluate the Certification Portfolio, and an in-person presentation of the portfolio by the student may be requested. 3. The Certification Portfolio will be evaluated on a Pass/Fail basis only. It contributes to the overall evaluation of the university supervisor. No student will receive an "A" or "B" for student teaching without a satisfactory (Passing) Certification Portfolio. 4. The contents of the Certification Portfolio are described in the "Guidelines For Creating A Portfolio" on the Department of Teaching and Learning Web site: http://www.louisville.edu/edu/edtl/guide2.doc Basically, the Certification Portfolio consists of up to 11 artifacts that provide evidence the student has met the criteria of each of the ten Kentucky Experienced Teacher Standards and the U of L Program Standard. Each artifact is accompanied by a justification letter explaining what the artifact is, why it was selected for presentation, and what the prospective teacher learned in the process of producing/selecting the artifact. 5. The portfolio will be evaluated according to the scoring guide found in the "Guidelines For Creating A Portfolio" on the Department of Teaching and Learning Web site: http://www.louisville.edu/edu/edtl/guide2.doc

Department of Teaching and Learning College of Education and Human Development Capstone Seminar: Initial Teacher Certification EDTP 477 3 credit hours Course date / time / location
Instructor's Name, Office Hours, Phone and E-Mail Address: Listen to your students, and they will show you how to teach them.
--Lisa Delpit, Other People's Children To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.

Catalog Description
Analysis, synthesis, and evaluation skills applied to the student teaching experience; collaborative problem solving; action research in classrooms. Prerequisite: EDTP 607 or 609: Content Methods; concurrent enrollment in EDTP 617, 618, or 619: Student Teaching.

Purpose of the Course
This course helps students analyze, synthesize, and evaluate their teaching with respect to classroom community, appropriate curriculum and instruction, and use of interpersonal and social skills in creating and maintaining a productive and supportive classroom for all participants.

Required Textbooks
Readings as assigned. Various articles and web sites as assigned by the course instructor and/or class peers.

Professional Standards Met
To guide our semester's work that culminates in each student constructing, assembling, and presenting work including an M.A.T. professional portfolio required by accreditors and our department for exit from MAT program, eleven Kentucky's New Teacher Standards for Preparation and Certification and a UofL Program Standard on Diversity are used. These Standards are:

Standard I:
Designs/Plans Instruction Standard II: Creates/Maintains Learning Climate Standard III: Implements/Manages Instruction Standard IV:

Standard V:
Reflects/Evaluates Teaching/Learning Standard VI: Collaborates with Colleagues/Parents/Others Standard VII: Engages in Professional Development Standard VIII: Demonstrates Knowledge of Content Standard IX: Demonstrates Implementation of Technology *Standard X:

Understands the Complex Lives of Students and Adults in Schools and Society
New

Relationship of Course to Conceptual Framework
The CEHD Conceptual Framework, Scholarship in Community: Inquiry, Action and Advocacy suggests that educators move from theory to action and then to advancing theory to more targeted, enhanced action. The cyclical nature of moving to ever increasing depths of knowledge and meaningful action is aligned with P-16 education, workforce initiatives, initial certification and advanced certification. Within the framework, the CEHD has focused on three key guiding constructs: Inquiry, Application, and Advocacy. These guiding constructs align with the research of Dr. Lee Shulman, who received the Grawemeyer Award in Education, 2005 from the University of Louisville. His study of the preparation of professionals in a variety of fields (medicine, nursing, law, engineering, and others) led to the conclusion that all preparation programs include three qualities to varying degrees: Habits of Mind, Habits of Hand, and Habits of Heart. We interpret these qualities in educator preparation to be the preparation and implementation of inquiry, application, and advocacy. The CEHD's shared vision celebrates faculty and candidates who embrace these constructs and qualities to enhance the lives of others by becoming knowledge seekers, problem solvers, and change strategists.

Course Objectives:
Teacher candidates will demonstrate the ability to: a) Reflect thoughtfully and insightfully about their experiences in student teaching (NTS 5); b) Reflect thoughtfully about motivation, cultural similarities and differences, ability grouping, achievement gaps, testing, content integration, ESL students, and/or other issues relevant to teaching in urban, diverse schools (NTS 5); c) Synthesize and apply learning from university courses to the student teaching experience (NTS 1,2,3,4,5,6,9); d) Collaborate with peers to understand and enhance their knowledge, skills, and dispositions about teaching and learning (NTS 6); e) Identify strengths and areas for growth with respect to all aspects of teaching; create and implement a professional growth plan (NTS 7); f) Provide evidence that candidates have had a positive effect on student achievement (NTS 4) g) Give and receive constructive feedback about experiences in student teaching and M.A.T. certification portfolios (NTS 6). Course Content 1. Professional growth 2. Future educational, professional, and career options (KTIP, Rank I and II, Ph.D., National Board certification, team leader/dept. chair, instructional coach, etc.) 3. Interactions with teachers at various stages of their careers (teacher panel) 4. Problem solving 5. Application, analysis, synthesis, and evaluation of one's own student teaching experience 6. Current issues in teaching 7. Content specialization and content integration 8. Differentiation to challenge and support all students General Course Goals for Teacher Candidates 1. develop and implement knowledge, skills, and dispositions in serving adolescent students' complex cognitive, academic and social needs in schools. 2. create a repertoire of strategies and affirm beliefs about teaching and learning that result in the creation of a learning climate that supports students' learning and models district expectations and democratic processes. 3. demonstrate competence in the 11 Kentucky Experienced Teacher Standards and U of L Program Diversity Standard. 4. understand and begin to embrace the 5 core propositions of the National Board for Professional Teaching Standards: Teachers are committed to students and their learning; Teachers know the subjects they teach and how to teach those subjects to their students; Teachers are responsible for managing and monitoring student learning; Teachers think systematically about their practice and learn from experience; teachers are members of learning communities. 5. plan, organize, teach, and assess lessons in a positive and academically challenging classroom environment. 6. enhance and nurture personal growth and professional development. 7. improve self-assessment and peer feedback processes. 8. describe, analyze and reflect on teaching practices and professional growth. 9. assemble resources for personal and classroom use as curriculum planners and assessors. 10. become familiar with and integrate new technologies in relation to a specific content area in the middle or secondary classroom as appropriate. 11. organize and become informed about hiring and certification processes. 12. revise and further develop an M.A.T. "exit" portfolio that serves as a resource in preparation for interviews for a teaching position upon completion of the program.

Course Requirements
1. Plan, conduct, and share orally and in writing your Instructional Sequence and Analysis of Student Learning as one way to provide evidence that you have had a positive effect on student achievement (NTS 1,2,3,4,5,8) (Hallmark Assessment: see course syllabus.) 2. Collaborate with peers in considering alternative ways to interpret and respond to situations from your student teaching experience, applying knowledge and skills from your university courses. (NTS 6.1, 6.4, 6.5) 3. Create a Professional Growth Plan (using the KTIP format), including your strengths/areas for growth, two specific goals, and methods for attaining and providing evidence of this growth by the completion of the semester. (NTS 5.1, 5.2) 4. Provide feedback to peers on their M.A.T. portfolios-in-progress and consider feedback given to you by your peers as a way to enhance and improve your portfolio. (NTS 6.1, 6.4, 6.5) 5. Participate in an active and informed way in class discussions and activities, including practice of appropriate social skills needed in a professional learning community, analysis of situations presented, problem solving, and other activities facilitated by the instructor (see course tasks and scoring rubrics in syllabus). These will require attendance, preparedness, punctuality, leadership and quality work for each class session. (NTS 6.1,6.4,6.5) Criteria

Bibliography
Researchers who study professionals' health in our society contend that teaching is one of the more stressful professions. There is also a solid body of research on teacher burnout and on the impact of burnout on alarming numbers of novice teachers who leave the profession in their first three to five years of teaching. Recent statistics indicate that 12% of new teachers leave in the first year of teaching; 50% leave in the first five years; and it has been reported that up to 75% do not enter or do not stay in teaching (U.S. Department of Education, 2006). In order to support a mindset and lifestyle of a healthy balance between the personal and the professional, this seminar requires a "Balanced Life" plan from each teacher candidate. It appears critical that such a plan during student teaching to keep you healthy will enhance the balance that those in the health professions advise us to attend to in the quest to stay mentally and physically healthy and well grounded in our work. Involving family and friends in your "Balanced Life" plan can enhance your commitment in this area.
If you have not exercised in a while, your instructor advises you to consult your physician for an exercise routine suitable for you before you begin this task. In an early seminar, we will establish a "Balanced Life Plan" for this course component. Beginning in several weeks and weekly thereafter, you will keep track of your plan and your progress and share these with weekly updates in class and in your folder.

Schedule of Classes and Course Content Overview
A schedule is attached to this syllabus; please note that it is tentative. This schedule is designed to be helpful and provide structure to our work, not to constrain or diminish "teachable moments" in the course. Thus, the instructor may make modifications as necessary to the syllabus as the course progresses although no additional work will be "added to" the schedule and overview.

Course Evaluation Procedures
Class work, assessments, participation, homework, readings, collaboration, etc. will be assessed according to the attached scoring guides to the syllabus.
Class meets once a week for 2.5 hours each session. Class attendance and participation are a significant source of learning in this course (and also a significant part of the grade); candidates who are diligent about reading assignments on time and responding to class experiences with thoughtfulness not only will prepare themselves for a profession in teaching but also will demonstrate leadership and significantly improve their assessment outcomes.
Candidates in this course are expected to command an emerging knowledge base of professional thought on "best practice" teaching. Candidates are also expected to apply and use best practice methods in developing, teaching, and assessing content lessons for middle or secondary students with varying interests, achievement levels, and special and diverse needs. Performance assessment methods for this course are designed to model those that preservice and early career teachers may use in their own teaching.
Work for this course must be word processed on a computer unless otherwise indicated. Quality of the work should be representative of graduate level of study.
More than one absence from this course will jeopardize your successful completion of this class and result in a conference with the instructor. Out of professional courtesy and responsibility for your status in the course, if you must be absent for an emergency, illness, or other reason, please call the instructor (852-6044) before the class session to communicate about your absence. If you are absent, it will be your responsibility to schedule a time to consult with another colleague in the class and/or the instructor to become informed about the work missed and opportunities to complete the work.

Proficiency in Writing and General Performance as a Graduate Student
As a graduate student, you are well aware of the importance of being a proficient writer. The University Writing Center, 312 Ekstrom Library, provides free support for writers by proving a comfortable place to write, to collaborate with other writers, and to use writing resources. Writing consultants teach students at all levels to become more effective writers. Through individualized writing consultations, students learn to develop and organize ideas for course papers, applications, these and dissertations. Resources are also available on a large number of writing topics, including thesis statements, summaries, abstracts, lab reports, memos, and documentation. To schedule an appointment, students may stop by in person or call 852-2173. The UWC is located on the third floor of Ekstrom Library.
To successfully complete this course as per Graduate School requirements, students will be expected to do the following: 1. Complete all readings by assigned dates; 2. Complete all written work by assigned dates; 3. Attend class regularly, in prompt fashion, participate in and complete in-class activities and assignments as requested, and act in collegial collaboration with colleagues; 4. Perform at a proficient or distinguished level (3 or 4) on the attached rubrics; 5. Demonstrate positive and appropriate professional dispositions; and 6. Adhere to the Student Code of Conduct at the University of Louisville.

Notes on Assignments
All written work for this course should be word-processed unless otherwise noted by the instructors and have a substantive title and page numbers. Use the Publication Manual of the American Psychological Association as the style guide for the more formal work of the course. It is not necessary to use report covers or folders; simply staple pages and submit your work in your individual, class folder.
Late work will be accepted at the instructor's discretion. If you are unable to meet a deadline, please discuss the situation with the instructor as soon as possible. An "incomplete" for this course is will temporarily prevent you from completing the M.A.T. program and applying for certification.

Course Procedures
• Attendance and Participation. Class Leadership.
Your active participation in this class is crucial to its success. Because of the interactive, group nature of a successful learning community, you play a critical role in helping build and shape this course. Any absences should be discussed with the instructor, and more than two will result in a conference to evaluate your status in the course. Participation involves a combination of attendance, appropriate contributions to discussion, completion of assignments, and active listening.

Please call and leave a message for or e-mail the instructor if you are unable to attend class for any reason.
Class leadership involves actively contributing to the success of this community of learners. Your presence in class is needed to successfully accomplish this.

• Time and Punctuality
Out of respect for all of our busy schedules, one norm or expectation is that class will begin promptly at 4:30 p.m. Please arrive before class begins. Flagrant, late arrivals will be considered as absences.
• Course Text Readings An important part of learning is spending time reading, listening, and thinking about ideas one encounters. One way to overcome the passivity of the traditional classroom, to make students more active and responsible for their own learning, is to use learning logs across the curriculum (Fulwiler, 1987). Instead of focusing exclusively on knowledge acquisition, writing allows for knowledge construction -the tentative, speculative creation that occurs through the interaction of self and experience. The most important aspect to the appropriate fulfillment of this course requirement is the regular use of analysis and reflection to organize your thoughts related to issues raised throughout the course. Writing before, during and after reading and preparing for class is an excellent way to organize your thoughts in order to share with others. Writing in class or after we meet is a way to extend ideas -to "mull over" what we discussed in class.
Writing is a way to both encourage and give you course credit for reading and development of ideas, rather than for the making of lists or other strategies in preparation for an exam. It values your personal knowledge and experience as these connect to the theories and practical elements in the readings, rather than your assimilation of a particular perspective or your summary about what you have read.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 152 Effective teachers, as well as theorists, are finally recognizing that writing is the rightful bookend to reading, a too-neglected tool that helps students actively process their encounter with ideas, to deepen their engagement with the curriculum (Zemelman, Daniels, & Hyde, 1998). Writing to learn, writing to demonstrate learning, and writing for a real purpose to a real audience are key formative and summative assessments in the course.
For some in-class readings, problem solving or other assignments, we may also use the following protocol. The instructor will inform you in class about writing assessment expectations. This protocol may also be used for Critical Incidents which you will prepare and present that address real teaching, classroom management, assessment or other dimensions of teaching aligned with class meetings and essential questions. 3. Reflections: How does the reading OR critical incident "connect" or differ from your existing understanding of the "big ideas" addressed or description of the incident you presented? Do the authors' points OR your analysis and reflection of the critical incident fit with your own views and experience on the topic? If so, how? If not, do the points change your perceptions of the topic? How? What are you provoked to think deeply about as a result of the reading, analysis or discussion? What challenges are "out there" for you when you consider the implications of the reading OR critical incident for your growth and development as a teacher? Remember to focus not on the what in this section, but rather on the why through analysis and reflection.
• Assessment and Grading In this class we will spend some time discussing the complexities and dilemmas of grading and assessment.
Grading and assessment at the University level are equally complex. As part of University requirements, this course is letter graded with "plus" and "minus" option available.
As part of each assignment, the instructor will ask you to assess your performance based on the criteria for that assignment. Often you will submit your assessment and the assessment of classmates. For most assessments, the instructor will use a four-category criteria guide. The first level is "4 or A." This level means clear, focused, complex, well organized, well written/produced, precise, rich, distinctive, and/or creative. A "4 or A" indicates excellent, exemplary work that has pushed you to a new level of understanding. The second level is "3 or B," meaning focused, suitable, supported, logical, acceptable, and/or minimal errors. The third level is "2 or C" meaning that an effort was made to accomplish the task, but it was accomplished simplistically, contains errors, is disorganized, is poorly developed, and/or lacks coherence. The fourth level is "1 or D," indicating a performance that is minimal, lacking key components, filled with errors, and/or organized incoherently. Your selfassessment will be taken into consideration as your instructors reads and assesses your work. A "0" indicates an assignment was not submitted or was totally lacking all required components. The HAT (Hallmark Assessment Task) instructional sequence and analysis of student achievement will be assessed on a performance rubric of three levels (target, acceptable or unacceptable). This assessment will be shared with you on Live Text.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 153 Typically, the instructor will record one of the above ratings for your work. Looking across the work of the course and taking into account the percent of class emphasis and the weight and point totals of assignments, the instructor will use the above scale based on a four-point system (see attached syllabus scoring rubrics). Some of the assignments and class activities, as part of course projects and in-class work, may be assessed at the levels of "√+, √, or √−." These assessments equate to excellent (√+), satisfactory (√), or needs improvement (√−). These assessments are a part of the grading for this course.
• Folder System We will use an organizational system of folders (Atwell, 1998) for recording attendance, notes to each other, and submitting and receiving work due in class. This system will be explained in class.

• Copies
Please make sufficient copies, in advance, of any handouts you may need for class work. We will discuss and plan for such needs in class.

• Inclement Weather Policy
When Jefferson County Public Schools or other school districts are canceled for weather related or other reasons but the University of Louisville is open as usual, this class will meet in our regular assigned classroom. Please listen to the radio (e.g., WHAS, 840 AM) or consult the university website. The University website http://www.louisville.edu posts up-to-date information for students and faculty.
• Cell Phone Policy Ringing cell phones are an intrusion and a distraction during class. Please respect the learning community and concentration of colleagues by setting cell phones in the off or vibrate mode during class. If you have an emergency and must answer or talk on your cell phone at some point during class, please advise the instructor beforehand of your need to do so. Otherwise, we will respect this "norm" as a learning community at all times.

Purpose
Candidates will apply previous content and pedagogical knowledge and skills to design, plan, teach, and analyze a week-long instructional sequence appropriate for candidates in their student teaching context, with an emphasis on designing, using, and analyzing assessment data to inform subsequent instruction. This instructional sequence, reflection, and analysis of student learning will demonstrate the candidate's ability to design and plan instruction based on sound content knowledge, Kentucky content standards (program of studies, core content for assessment, and district standards as appropriate), and an understanding of the context and needs of middle or secondary students the candidate is teaching. This work product will also serve as evidence of the candidate's ability to create appropriate and aligned assessments, use data from those assessments to plan and adjust instruction, and analyze student work to determine the effectiveness of instruction with a proposed plan for modification based on analyses of data. This Hallmark Assessment Task (HAT) is based on elements of the Teacher Performance Assessment of the Kentucky Education Professional Standards Board (EPSB, 2006) and is used as evidence of teacher candidates' proficiency in these areas for continuous assessment of candidates and also to prepare candidates for the Kentucky Teacher Internship Program (KTIP, EPSB, 2006).

Product
The final HAT project will be submitted by the teacher candidate on Live Text, where a template includes more specific instructions and forms to be used. In general, the product includes: • Description of the community, school, classroom, and student contextual factors and the instructional implications of these for curriculum planning, assessment and student learning. • Lesson plans (UofL KTIP format) that provide evidence of the instructional sequence.
• An Assessment Plan Organizer demonstrating how each learner outcome will be assessed before, during, and at the completion of the instructional sequence. • Analysis of middle or secondary student learning (pre-assessment, implications, how the teacher candidate responded; formative assessment and how the teacher candidate modified instruction based on analysis of data; and an analysis of pre and post-assessment data to show students' progress related to each learner outcome). • Based on the teacher candidates' analysis, s/he provides a written description of a plan for advancing subsequent student learning and how the teacher candidate will improve instructional practice based on analysis and reflection related to the Hallmark Assessment Task.

Description
Outline of the project: 1. With your cooperating teacher, identify knowledge and/or skills appropriate for the content, grade level, and needs of the students that can be taught and assessed in one week. 2. Identify state and national content standards that the sequence will address. 3. Create an essential question and two to four learner outcomes that establish a framework for your planning and student learning. 4. Develop a pre-assessment and post-assessment that may be used to analyze student learning for the instructional sequence, and at least one formative assessment you will use during the week of instruction related to this sequence, to inform your instruction. 5. Develop quality lesson plans for the instructional sequence. 6. Pre-assess before beginning the instructional sequence, adjust your teaching plans based on that assessment data, teach, use formative assessment data to modify your plans as warranted, post-assess, and analyze, reflect and present in writing your results. Teacher prepares a Contextual Analysis that displays a comprehensive understanding of the community, school, and classroom characteristics that may affect learning. Factors are derived from multiple data sources.

Rubric
Teacher prepares a Contextual Analysis that displays some understanding of the community, school, and classroom characteristics that may affect learning. Factors are derived from a limited number of data sources.
Teacher prepares a description of the community, school, and classroom characteristics, but does not analyze these characteristics to determine how they may affect learning. Teacher prepares a Contextual Analysis that demonstrates a comprehensive understanding of student differences (e.g., development, interests, culture, abilities) that may affect learning. Student characteristics are derived from multiple data sources.
Teacher prepares a Contextual Analysis that demonstrates some understanding of student differences (e.g., development, interests, culture, abilities) that may affect learning. Student characteristics are derived from a limited number of data sources.
Teacher describes student differences (e.g., development, interests, culture, and abilities) but does not analyze how these differences may affect learning.

Identifies implication of contextual factors for instructional planning and assessment (7%) KY-NTS.1.3 KY-NTS.2.2 UofL Program Standard 10.2
Teacher provides a comprehensive written analysis of two contextual factors that effectively connects the factors and instructional implications for identified student learning outcomes.
Teacher provides a written analysis of two contextual factors that loosely connects the factors and instructional implications for identified student learning outcomes.
Teacher's written analysis does not address contextual factors or ineffectively connects the factors and instructional implications for identified student learning outcomes.

Objectives are clearly stated as
Objectives are clearly stated as learning Objectives are clearly stated as learning Objectives are clearly stated as learning learning outcomes (7%) KY-NTS.1.1 outcomes. Objectives include what the student will be expected to know and be able to do at the conclusion of instruction.
outcomes, but do not include what the student will be expected to know and be able to do at the conclusion of instruction.
outcomes, but do not include what the student will be expected to know and be able to do at the conclusion of instruction.

Demonstrates command of subject knowledge within discipline (7%)
Lesson content is congruent with the big ideas or structure of the discipline.
Lesson content represents a limited perspective of the big ideas or structure of the discipline.
Lesson content is incompatible with the big ideas or structure of the discipline.

Conducts individual and group analyses of learning (7%) KY-NTS.4.3
Analysis of student learning is fully aligned with lesson objectives and provides a complete profile of student learning for both the whole class and identified subgroups and individuals. Analysis is data-based.
Analysis of student learning is partially aligned with lesson objectives and provides a partial profile of student learning for both the whole class and identified subgroups and individuals. Analysis is data-based.
Analysis of student learning is not aligned with lesson objectives and does not provide a profile of student learning for either the whole class or identified subgroups and individuals. Analysis is not data-based.

Provides analysis with clear and appropriate interpretations and conclusions (7%)
Analysis is easy to understand. Interpretation is meaningful and appropriate conclusions are drawn from the data.
Analysis is somewhat difficult to understand. Interpretation is trivial and conclusions need to be reconsidered.
Analysis is confusing or hard to follow. Interpretation is not meaningful and appropriate conclusions are not drawn from the data.

Provides evidence of impact on student learning (7%) KY-NTS.4.5
Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learner objective.
Analysis of student learning includes incomplete evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learner objective.
Analysis of student learning does not include evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learner objective.

Describes a plan for improving instructional practice (7%) KY-NTS.5.2
Teacher's plan identifies the changes in instructional practices needed to effectively improve student learning.
Teacher's plan loosely identifies the changes in instructional practices needed to effectively improve student learning.
Teacher's plan does not identify the changes in instructional practices needed to effectively improve student learning. Prepares high quality, reflective and analytical critical incidents, applies course content to student teaching practice that is evident in course work, and demonstrates problem solving commitment.

Kentucky New Teacher Standards
Prepares descriptive critical incidents, applies course content to student teaching practice that is periodically evident in course work, and responds to problems when others present them.
Prepares limited description of critical incidents, provides limited evidence of application of course content to student teaching practice, and demonstrates inconsistent commitment to problem solving.
Is unprepared with critical incidents, provides little to no evidence of application of course content to student teaching practice, and appears reticent in commitment to problem solving as a teacher candidate.

Scoring guide for preparedness, leadership, professional collegiality, collaboration & small group work
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 160 Scoring guide for class work and weekly assignments Component  Word processed.
Free of mechanical errors.
Word processed.
Minimal mechanical errors.
Word processed.
Some mechanical errors.
Word processed.
Mechanical errors are noticeable relative to complexity and detract from the work.
Students will participate fully by attending all classes, completing all readings and assignments, and by engaging in small and large group discussions and activities around the readings.

The Major Assignments:
Professional Story (10%) For the beginning of this project, you will write a paper in which you discuss those key ideas that intrigue you about using literacy to support the learning of content material and what deep and real concerns you have about doing so. Use detailed and specific experiences from your teaching and learning and from source material to explain why these issues are important to you.

Reader's/Writer's Discussion Board (10%)
Students will maintain a reflective weblog charting both their responses to class readings and discussion and their own learning throughout the course. (See also #2.)

Book Reading Group Project (15%)
You will participate in a three book club/literature circles throughout the course. In the first, you'll work in a group where all participants have read the same title. In the second, you will select a work of adolescent literature (or adolescent-appropriate literature) related to your content area. For the third, you will all read a commonly selected work of professional literature. Groups will be assigned based upon your content area, and recommended books will be discussed in class.

Book (15%)
In shared-content groups (number of participants to be determined in class), you will select, read, and develop a 2 minute video book talk exploring a piece of young adult/adolescent literature for use in your classrooms.

Reciprocal Teaching (25%)
Working with another student, you will be responsible for teaching the class a selected strategy by leading a content-specific lesson, assessing learning, and leading reflective closing discussions. More details will follow. These lessons will be video taped for student review, and write-up. In keeping with Rief's notion, you will complete a similar project, adapted to the format of this class. Though we'll discuss this much further, it is important that you begin as soon as possible -as you begin to lay out your own wonderings and to read professionally in that area. This is the hallmark assessment for this course.

Reader's Writers Project Rubric
Exemplary Mastery Developing Standards (8)(9)(10) possible points (5-7) possible points (0-5) possible points Instructional Content 1.2, 1.4, 1.9, 1.12 The reader's writer's project is anchored to classroom instruction, offering a well articulated and supported view into the robust application and integration of research-based instructional strategies.
The project discusses research-based instructional practices but does not offer a clear connection to the students' needs.
The project either reflects a misunderstanding of the instructional strategies explored, does not establish a research-base for the instructional strategies, or fails to address student needs. Reflection 5.1,5.3 The process paper and genre products offer candidate's rich reflection as a teacher and as a reader/writer. Some reflection is included in the process paper, but the candidate does not examine the project or findings through the lens of a teacher.
Reflection is not included.
Connection to Classroom Practice 7.4 The paper and findings demonstrate that the candidate plans to apply findings to classroom instruction to impact the understanding and learning of a range of students.
The paper and findings speak to the candidate's intention to use findings in the classroom.
Connection to classroom practice is either not included or is unclear.

Exemplary
Mastery Developing Content Knowledge, Pedagogical Knowledge,and Research Findings 8.1,8.2,8.4.,8.5 Research findings are accurate and demonstrate strong content knowledge.
Research findings are accurate, though some misunderstanding or lack of clarity might be present.
The candidate misunderstands the content or research findings.
Technology Integration 9.7,9.11 Technology is used authentically to conduct research and present findings. The unique capacities of different tools are used to communicate findings.
Technology is used to conduct research and present findings.
Technology is not used to present findings, or it is misused to conduct research.

Multi genre Presentation
The candidate presents findings using a minimum of three different genres, taking advantage of the unique capacities of each in order to communicate clear and deliberate understanding.
Three genres are used to present findings, though it is unclear as to why specific findings were presented through specific forms.
Less than three genres are used to present findings.

Related Expectations
• Students are expected to arrive to class on time and prepared for all class sessions.
Preparation includes completion of reading assignments in advance of class sessions and active participation in discussion and activities. Students are responsible for all assigned work and materials covered in class unless otherwise noted. • Attendance is necessary as students will be involved in activities and assignments that contribute to the development of the goals of the course. If you cannot avoid missing a class, you are still responsible for submitting work when due and for keeping up with assignments and readings. In the event of an absence, students are to notify the instructor and make arrangements to submit assignments and gather materials from the missed class. • All written work is to be double-spaced, 12 pt. font, word processed, with 1" margins and left-justified, black-ink, numbered and stapled pages. Assignments are to be submitted using LiveText as required by the instructor. Follow current APA guidelines. In fairness to others, if a paper is submitted that exceeds the specified page limit, I will not read beyond the maximum number of pages. • Changes in this syllabus may be made to meet the academic objectives or in the case of unanticipated events. Any changes made will be announced in class. • Assignments submitted late will be penalized one grade letter for each day that they are late. The penalty first applies 24 hours after the end of the class in which the assignment was due. • Discussions about individual work should be conducted after class or during an office meeting rather than at the beginning of class or during class. • Please turn off cell phones, laptops, and blackberries before class begins.

Plagiarism Statement
Plagiarism is addressed by the Graduate School at the University of Louisville in two documents, both accessible online. One explanation is in the Graduate Catalog in the "Student Code of Conduct" category and the other is in the Graduate Student Handbook, "Student Code of Conduct" category, Section 5, Item 5.

Policy on Instructional Modiciations
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.

CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 168 perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Technology Use
Written assignments are to be word-processed. Regular use of email is expected, and assignments may be submitted as email attachments unless otherwise specified by the instructor. Each student is expected to obtain a student email account and access email and the internet for resources and information throughout the course. Further, this course will require participants to use emerging technologies including but not limited to weblogs, digital video, and podcasts. Some assignments will be required to be submitted via LiveText.

Course Purpose:
This course is intended to introduce the goals, issues and trends in social studies. In doing so, candidates will examine best practices in designing curriculum, making instructional decisions, and developing assessments that promote powerful learning in middle grades and high school students. This work will take place within the context of educational reform at the state and national levels, philosophical inquiry, and reflective practice.

Relevant Professional Standards Met by Course
Standard 1: Designs/ Plans Instruction -Candidates will develop lesson plans as a part of a standardsbased unit of study and design a lesson for use in a field placement.
Standard 2: Creates/Maintains Learning Climates -Candidates will be engaged in processes that will model the establishing of a respectful classroom and that support group inquiry.
Standard 3: Implements/Manages Instruction -Candidates will participate in a classroom as a part of a field placement in which they will be expected to assist in the management of instruction and implement instruction under the guidance of a mentor teacher.
Standard 4: Assesses and Communicates Learning Results -Candidates will develop an assessment plan aligned with Kentucky content standards and consistent with the Kentucky accountability system.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 170 Standards 5: Reflects/Evaluates Teaching/Learning -Candidates will analyze and reflect on field work experiences.
Standards 6: Collaborates with Colleagues/Parents/Others -Collaborates with Colleagues/Parents/Others -Candidates will collaborate with others regularly in classroom activities and will have the opportunity to collaborate on a standards-based unit of study.
Standard 8: Knowledge of Content -Candidates will demonstrate knowledge of the core concepts and skills of social studies and connect it to classroom situations on a KCCT-like curriculum test, in the creation of their assessment plan and in the standards-based unit of study that they develop.
Standard 9: Demonstrates Implementation of Technology -Candidates will use and integrate technology into assessment plans and standards-based units of study.
Standard 11: UofL Diversity Standard: Understands the complex lives of students -Candidates will demonstrate an understanding of the complex lives of students by the work they do in the following projects: field work, assessment plan, and standards-based unit of study.
NCSS Standards: Candidates will be expected to self-assess the quality and depth of their content knowledge relative to all 10 themes of social studies (i.e., Culture; Time, Continuity and Change; People, Places and Environments, Individual Development and Identity; Individuals, Groups, and Institutions; Power, Authority, and Governance; Production, Distribution, and Consumption; Science, Technology, and Society; Global Connections; Civic Ideals and Practices) as defined in the Expectations of Excellence: Curriculum Standards for Social Studies. This self-assessment will be submitted on a template available on LiveText.

Course Objectives Candidates will:
• Develop an understanding of the importance of social studies as it promotes the possibilities of participatory citizenship in a democratic society • Acquire and communicate knowledge of the content, skills and processes of social studies • Examine the relationship between social studies and literacy • Develop a variety of standards-based assessments • Create an organized unit of study and the supporting lessons • Consider how to address the diverse needs, abilities and interests of students in the study of social studies • Make a substantive contribution to class discussions and activities • Provide written evidence of both critical and reflective thinking • Complete the required field work placement in a middle or secondary social studies classroom.

Content
In each class session, we will engage in whole group discussion, small group or partner work and individual reading and/or reflection time.
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 171 Topics about which candidates will read and discuss include, but are not limited to, the following: • What social studies includes and what its purpose is • How our identity as individuals and teachers affects the nature of our classroom • What state standards and assessments address in social studies • Best practices in social studies instruction • How to move beyond the facts of social studies to deep understanding of concepts and principles • How to develop reading, writing, speaking and listening skills in social studies • How to integrate technology into social studies instruction and assessment • What materials are necessary to support powerful teaching and learning in social studies

Course Requirements
Attendance at each class is essential to success in this course. Much of the learning will take place through your interactions with the instructor, your colleagues and the materials used in class. Students are expected to arrive on time and please plan to stay until 7:00 p.m. every week.

Assignment Description & points for each Standards
Class and homework assignments Throughout the course, candidates will have assignments that will be completed in class or as homework. These assignments are typically related to the readings in the texts or the content of social studies. These assignments also include entry and exit slips, learning log entries and a assessment of content . NTS 1.1,1.4. 8.1,.8.3,8.4,8.5 9.1,9.4,9.6,Uof L 11.3 Self-Assessment of Content Knowledge Self-Assessment completed on LiveText template NTS 8.5 NCSS 1,2,3,4,5,6,7,8,9,  All candidates are expected to spend approximately 30 hours during the semester in an assigned field site. During this time, candidates will observe, assist, and teach at least one lesson which they will video tape. An analysis and selfreflection of the video-taped lesson is required.

Criteria for Determination of Grade
Each unit of study in this course will include a variety of opportunities for candidates to demonstrate learning. The points in the class will be distributed as follows: Curriculum Unit -30% (150 points) Exit/Entry slips and other class work Grading Scale: Typically, the total of points for the semester will be at or near 500 points. The candidate's grade will be established by the percentage of the total possible points he or she earned in the semester. Points for each assignment will be posted in a Blackboard gradebook.

Bibliography CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Technology Expectations
Assignments are to be word-processed. Continuing  Candidates will be making their first attempt at creating an intentional and cohesive instructional plan that is standards-based and assessment driven. The unit plan will reflect a commitment by the candidate to social justice and equity and the use of research-based teaching strategies.

Purpose
The unit of study will demonstrate the candidate's ability to design and plan instruction, based on sound content knowledge and the Kentucky and national content standards and to include a variety of assessments. The lesson plans will incorporate a variety of strategies that meet the needs of diverse students. There will be evidence in the unit that the candidates have integrated technology, prior knowledge and interdisciplinary connections where appropriate. Assessor Candidates will be required to self-assess the success of their unit design. The grade will be determined by the course instructor.

Exceeds Expectations Meets Expectations
Lacks Evidence of Meeting Expectations Develops significant outcmes aligned with standards (0%) KY-NTS-1.1 States learning outcomes that reflect key concepts of the discipline AND are aligned with local or state standards States learning outcomes that reflect key concepts of the discipline but are not aligned with local or state standards OR states learning outcomes that do not reflect key concepts of the discipline Uses outcomes that are not clearly stated or are trivial AND are not aligned with local or state standards Uses contextual data to design instruction relevant to students (0%) KY-NTS-1.6 Plans and designs MOST instruction that is clearly and appropriately based on significant student, community, and/or cultural data Plans and designs SOME instruction that is appropriately based on some student, community, and/or cultural data. > The teacher's instructional and assessment materials affirm differences and groups honestly, realistically, and sensitively and accommodate the special needs, behavioral patterns, learning styles and orientations of diverse group members. The teacher creates instructional activities that will improve learning opportunities for all students.
KY-UL.11.12 > The teacher demonstrates knowledge of equity, ethics, legal and human issues concerning use of computers and technology, designs learning activities that foster equitable, ethical and legal use of technology by students and applies theories of learning, teaching and instructional design and their relationships to the uses of technology to support the diverse learning needs of students.
KY-UL.11.2 > The teacher designs, plans and accommodates objectives, instructional strategies and learning materials that reflect the cultures, cognitive and physical special needs and styles of the various ethnic, cultural, linguistic, religious, gender and socioeconomic groups within the classroom. KY-UL.11.3 > The teacher's curriculum experiences and resources offer a variety of materials on the histories, experiences, and cultures of diverse groups. KY-UL.11.7 > The teacher designs curriculum that reflects knowledge of historical and societal problems some group members experience, such as racism, prejudice, discrimination, and exploitation. KY-UL.11.9 > The teacher supports students to develop decision-making abilities, social participation skills, and a sense of efficacy necessary to be critical, participatory and productive life citizens Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 181

Catalog Description
Theory and practice of teaching management decisions based on assessment and research made before, during, and after instruction

Purpose of the Course
This course is designed to define and explain the relationships among teaching, assessment, testing, measurement, and evaluation. The students will be guided to analyze best practices based on an understanding of research and assessment techniques.

Required Textbook
McMillan, J. (2007). Classroom assessment; Principles and practice for effective standards-based instruction. New York, Pearson Allyn Bacon.

Course Objectives:
Through class activities, lectures and demonstrations, reading assignments, and projects, students will demonstrate the ability to: on individuals and on the class as a whole and makes appropriate changes to improve student learning.

Professional Standards Met
decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally; Teachers/Counselor/Principal Class Participation New Teacher Standard 9. Implements Technology 9.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and uses other emerging technologies to enhance professional productivity and support instruction.
Sample assessments and electronic grade book HALLMARK Graphic Representation and or Metaphor 9.15 Uses technology to support multiple assessments of student learning.
Sample assessments and electronic grade book HALLMARK U of L Standard 11 The teacher demonstrates understanding of the complex lives of students adults in schools and society 11.1 The teacher's instructional and assessment materials affirm differences and groups honestly, realistically, and sensitively and accommodate the special needs, behavioral patterns, learning styles and orientations of diverse group members. The teacher creates instructional activities that will improve learning opportunities for all students.
3.2 Adaptation to diverse students--Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; Sample assessments and electronic grade book HALLMARK 11.2 The teacher designs, plans and accommodates objectives, instructional strategies and learning materials that reflect the cultures, cognitive and physical special needs and Sample assessments and electronic grade book HALLMARK Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 185 styles of the various ethnic, cultural, linguistic, religious, gender and socioeconomic groups within the classroom. 11.4 The teacher respects the dignity and worth of students as individuals and as members of racial, ethnic, cultural, linguistic, religious, gender and economic groups.
Communication Conference with Parent /Team Teachers/Counselor/Principal 11.7 The teacher designs curriculum that reflects knowledge of historical and societal problems some group members experience, such as racism, prejudice, discrimination, and exploitation.
Sample assessments and electronic grade book HALLMARK 11.9 The teacher supports students to develop decisionmaking abilities, social participation skills, and a sense of efficacy necessary to be critical, participatory and productive life citizens.
3.4 Active engagement in learning--Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

Clinical Logs and Synthesis of Portfolio Action Research Project
Class Participation 11. 10 The teacher provides opportunities for students to use knowledge, valuing, and thinking in decision making and awareness on issues related to special needs, race, ethnicity, culture, gender, language, religion and social class.

Class Participation
Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 186 11.12 The teacher demonstrates knowledge of equity, ethics, legal and human issues concerning use of computers and technology, designs learning activities that foster equitable, ethical and legal use of technology by students and applies theories of learning, teaching and instructional design and their relationships to the uses of technology to support the diverse learning needs of students.
Sample assessments and electronic grade book HALLMARK Communication Conference with Parent /Team Teachers/Counselor/Principal

Teaching for Knowledge, Leadership and Change: Enabling Success for All Learners
"Enabling success for all learners refers to the development of teachers who teach to the high standards of professional and state organizations and appropriately use assessment data for instructional, curricular, and program improvement. " This course is designed to ensure that candidates can appropriately use assessment data before, during and after instruction. Furthermore, the course links best practices in instruction and best practices in assessment and research.

Course Content
• Key concepts in research and assessment • Different types and means of classroom assessment • Summarizing and communicating assessment data • Using assessment as a springboard to planning • Local, state, and national assessments requirements • Action research as a strategy for improving instruction

Sample assessments and electronic grade book (30%) HALLMARK
Develop appropriate examples of different types of assessments, e.g. open-response questions, multiple choice, short answer, essay question, on-demand writing prompt and portfolio entry prompt; documents accommodations for differences among groups (Chapter Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 187 11) and create an electronic grade book for recording multiple student outcomes on these assessments. Student work samples that represent high, medium, and low will be analyzed and included with the assessment. This assignment will be completed in three installments in order to effectively use of each of the assessments.

Rubric and Scoring guide (10%)
Design a rubric and scoring guide for two of the sample assessments above (open-response, short answer, essay question, on-demand and or portfolio writing) and collect actual student achievement data on lessons from your field placement. Analyze and provide evidence of student work e.g.level of understanding and or misconceptions, Summarize the data and write a lesson plan to follow up on students' understandings and misunderstandings.
3. Communication Conference with Parent /Team Teachers/Counselor/Principal (10%) Document a selected student's (from your field placement) performance using existing classroom assessments, state assessments (CATS), national standardized assessment (CTBS) and any other assessment sources. Communicate the student's progress in a form that is clear to a parent, team teacher, and counselor or principal.

Professional Reaction to Research and Assessment Articles (15%)
The purpose of this assignment is for you to become a critical reader of articles that relate to assessment and research. Reading journal articles is one of many ways to keep up to date in each teaching field. You will write a reaction paper and send it through LIVETEXT (template will be sent to you). You may address any of the following concerns: something you found particularly interesting or provocative, something you disagree with, something that corroborates or contradicts your prior experiences, or something you wish to discuss in greater detail. Do not summarize the article. The points you make should reflect considerable thought, and should address your reaction, how this article is relevant to you as a future assessor of your student progress, and how the knowledge gained from this reading possibly will affect your professional life.

Clinical Logs and Synthesis of Portfolio Action Research Project (15%)
The research component of this course will be to actively participate in an electronic peer revision group with JCPS students working on writing portfolios. Your clinical log will document the students' progress and your role in providing ethical feedback (rubric will be provided). Your primary role is to support the students to enhance their writing pieces. Two times during the peer revision project you will submit a clinical log (due dates on course schedule). At the conclusion of the project (end of February) you will write a synthesis paper that will discuss how the peer revision groups supported or impeded student writing performance (provide specific examples when possible). A class rubric will be designed for assessing the synthesis paper. 6. Graphic Representation and or Metaphor (10%) You will demonstrate knowledge in a Graphic Representation or Metaphor of the relationship among the state assessment model including CATS, KY Marker Papers, the Core Content for Assessment, Program of Studies and the Early Childhood Continuous Assessment and what role they play in learning and instruction. A class rubric will be designed for assessing the graphic representation and or metaphor.

Policy on Instructional Modifications
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with me as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.

CEHD Diversity Statement
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

Plagiarism Statement
Representing the words or ideas of someone else as one's own in any academic exercise. An academic unit that determines that a student is guilty of academic dishonesty may impose any academic punishment on the student that is sees fit, including suspension or expulsion from the academic unit.

Electronic equipment Policy
Students are asked to manage their electronic equipment responsibly so that it is not a distraction for anyone in the class. Answering, talking or text messaging on cell phones, pagers and PDAs during class is not tolerated.

Technology Expectations
Assignments are to be word-processed. Continuing and regular use of e-mail, Blackboard and LIVETEXT® is expected. Additional expectations for the class include using software programs to complete statistical analyses, using spreadsheets for grading, and accessing websites of professional organizations for best practices in the content area.

Date Prepared and By Whom
E. Todd Brown and Gina Schack, December, 2006 Bachelor of Science in Middle and Secondary Education Certification in Social Studies (5-9 & 8-12) 191 Closing I look forward to working with you throughout the semester. If you have any questions, comments, suggestions, or issues to raise, please do so at any appropriate time! Thanks! In addition to email communication, I also encourage phone calls and face-to-face communication and invite you to stop after class or call me. We can set up an appointment.
Please review the syllabus before the second class and return this form to instructor.

Catalog Description
An examination of the historical and philosophical foundations of education in a socially and culturally diverse country.

Course Purpose
This course is designed to examine the historical, sociological and philosophical foundations of education with particular attention to issues of equity in public education. This course will also contextualize the foundation of education within the current education environment and issues at the national, state, and local levels. LiveText Other readings as assigned by instructor.

Relevant Professional Standards Addressed by Course
Standard 8 -Knowledge of Content Candidates will complete and present an I-Search project that is related to the area of certification. In the I-Search paper and presentation candidates will be expected to follow a course of inquiry related to the current practices in their field. As participants in class discussions and in journal entries, candidates will be expected to demonstrate a bread and depth of knowledge in their areas of certification.
Standard 9 -Implementation of Technology Candidates will prepare a multimedia presentation for their peers. The multimedia presentation will include links to Internet sources, audio and/or video clips, the use of digital photographs, and the presentation of data. Additionally, candidates will submit their I-Search paper in LiveText.

University of Louisville Diversity Standard -Complex Lives of Students and Adults
In class discussions and in journal entries, candidates will be expected to demonstrate respect for students as individuals and as members of racial, ethnic, cultural, linguistic, religious, gender and economic groups.

Course Objectives
Students will: 1. interpret the history of public education and resulting historical trends in curriculum, pedagogy, and school organization. 2. examine the history of discriminatory practices in education and analyze issues of equity and social justice as they apply to public education The candidate reports fully on the findings of the search and supports the findings with examples, stories, and analysis. Various perspectives are included and evaluated. The candidate's analysis demonstrates critical thinking (cause/effect, pro/con, compare/contrast) and provides excellent information. All of the findings are related to the essential question.
The candidate reports on the findings of the search and includes some examples or stories and analysis. The candidate's analysis demonstrates an ability to think critically. The findings are related to the essential question.
The candidate's findings are limited and the explanation is vague or lacks any analysis. Or, the findings are not related to the essential question.
The conclusion provides excellent evidence that the candidate as acquired new knowledge and understanding in the I-Search project.
The candidate provides a reflection on the process, the findings and the implications for future practice. The conclusion provides some evidence that the candidate has acquired new knowledge or understanding.
The candidate fails to provide a conclusion that includes reflection on the process or findings, or the conclusion provides little evidence of thoughtful reflection or learning.
The candidate provides a list of some sources in an appropriate format, or provides a complete list but fails to complete it in an appropriate format.
The candidate fails to provide documentation of sources. The candidate prepares and presents a multimedia program that includes the process, findings and conclusions of the I-Search project using the technology available in the classroom. The presentation includes the use of text, images, web links, and data. The candidate prepares and distributes a one-page handout for the class members providing an excellent overview of the I-Search project. The candidate is prepared and presents at the assigned time.
The candidate prepares and presents a multimedia program about the I-Search project using the technology available in the classroom; however, the presentation is limited in content or use of the technology. The candidate provides a handout with important information about the I-Search project. Fails to present at assigned time.
The candidate fails to prepare or present a multimedia presentation on the I-Search project.